ESLEFL/ELT What REALLY WORKS! It's NOT About Theories

ESL/EFL/ELT What REALLY WORKS!
IT’S NOT ABOUT THEORIES
by Arthur Rubin
General Manager, Authors & Editors
So many theories. So little time.

Are you familiar with current ESL/EFL/ELT theories that proponents proclaim, “x made (will make) THE difference in my/your professional success, and/or the success of my/your ESL/EFL students?”

Search the web for ESL, EFL or ELT, and you’ll find an almost endless variety of such statements, as well as descriptions of the theories that trigger them. The same is true for many of the ESL, EFL, ELT, and English professional journals, blogs, newsletters, LinkedIn commentaries, etc.

If you go to a conference, training session, staff development presentation, or, in many cases, a SIG meeting, you may hear monologues propounding one or more such theories, or you may engage in a discussion about one of them, with the suggestion that it is the necessary tool you need to meet your professional teaching obligations.

Wherever I turn, whatever I click on, whenever I flip a page I see an argument (pro or con) or an explanation (in favor or against), or an article, description, or blog that takes sides. My guess is that you having similar experiences.

What I haven’t found (yet?) is a well thought out and researched piece that OBJECTIVELY compares and contrasts a theory’s or multiple theories’, methods, successes AND failures in a comprehensive manner.

It’s as if the writers are assuming that there must be one theory that, if used, will meet all the teaching and learning needs of all teachers and learners.

It reminds me of the annual “Answer to all your business problems,” found in many business journals. It also reminds me of the companies that throw away last year’s “perfect solution” and jump on the latest and greatest one. Never mind that they haven’t even finished training their whole organization about last year’s “winner”, thereby wasting a whole year and a huge budget.

Truth be known, none of the annual theories are ever going to solve ALL of any organization’s problems. They are just not sufficient.

And in worldwide ESL/EFL/ELT, it is even more certain that no one theory will fix all.

What’s needed is a SYSTEMS approach that accounts for all, or at least most, of the variables; identifies the theory(ies) that is/are most appropriate for each variable, and provides the necessary protocols for applying the theory(ies.) Most of all, what is required –if we really intend to deliver successful or functional English speakers – is a way to objectively measure student performance.

Today, the nearest approximations of a unifying theory are the attempts to devise methodologies that emphasize what to do and how to do it. But methodologies are not theories.

Let’s look at this from a different perspective.

Why is it so hard to teach ESL/EFL/ELT? Because there are so many differences in the needs, personalities, learning styles, educational levels, intellectual tools, interests, and life circumstances of each learner.

These create an extremely complex set of problems to solve in order to succeed with even one learner, especially one that is struggling. How complex is it for any one person to learn effectively and efficiently? How much more complex does instruction become for a class of 20 or more?

I don’t claim that I am about to give you an accurate representation of how complex our job is, but if there is an error, it is most likely that the complexity is understated. I haven’t figured out how to represent complexity more accurately:

If there is only one learner who is ready, willing and able to learn, the level of complexity is 1 to the first power, or 1. If there is one element missing in the list of elements needed to ready, or willing, or able, the complexity becomes 2 to the second power or 4. Should this learner be lacking one more element from any of the three characteristics, the complexity equals 3 to the third power: 27. The complexity of four is 4 to the fourth power, or 128. Five elements increases the complexity to 3,125; six elements creates a complexity of 46,656. Seven elements results in seven to the seventh power: 823,543. Eight elements produce a complexity of eight to the eighth power: 16,777,216. Nine elements increases it to nine to the ninth power, or 387,420,489 And 10 missing elements produce a complexity of ten to the tenth power: 10, 000,000,000 (10 plus 9 zeros.)

Are you feeling totally overwhelmed? Hard not to be, isn’t it?

Now, think about how complex your job REALLY is when you have a class of 20, 25, 30, or more learners.

Yet, you DO deal with such a huge (overwhelming?) amount of complexity every day you teach. How do you/we do that?

The way we do this is to focus on a very few, sometimes only one, thing at a time. In a recent National Public Radio program there was a discussion of research done in how we make decisions. According to the explanation, the research showed that if we are holding a seven digit number in our active memory, and are presented with the choice between a piece of rich chocolate cake and a healthy salad, the probability of selecting the cake is extremely high. In contrast, if we are “remembering” only two digits, we are more likely to choose the salad. The researchers concluded that our ability to make logical decisions is limited -- that once we reach that limit, we make decisions using the emotional part of our brain; that the human brain cannot manage more than seven digits elements in memory and still have logical decision making capacity.

To what degree does the same effect occur when faced with the highly complex English Learning classroom with 20 or more students of various cultures, ages, ethnicities, levels of education, …? My guess is that the effect is the same: our logical brain becomes filled to capacity, and we use our emotional brain to deal with a VERY high proportion of the classroom processes of teaching.

What’s the alternative? In the real world, there may not be a true alternative. All the possible alternatives are limited by Standards, Union rules, too many students, lack of time, teacher exhaustion, lack of support, …

An alternative that COULD work is an “Individualized Education Plan” for each student. If we could develop these plans, especially if we did it using teams of instructors and advanced learners, we might have a chance to overcome the overwhelming complexity.

What is the optimum response to the existing circumstances i.e., what can we really do?

Based on my personal research, it appears that we are able to overcome complexity by: 1. organizing things, 2. filtering things in and out, 3. focusing on a few things, 4. selecting the most important, 5. reducing the number of things, 6. …

An example of this from my own experience is the Federal Regulation for serving children who become wards of the State through the Child Protective Services System. The primary dictum is very clearly stated: “Any action or decision taken must be demonstrably in the best interest of each child. The emphasis on each child drives decision making, and keeps the decision makers focused. It establishes a single element on which to base decisions, and thereby simplifies, focuses, and filters.”

This, I believe, is the missing link in our education system, and in the teaching of English, in particular.

So far as I am aware, there is no requirement or regulation that clearly states that all educational decisions must be made “in the best interest of each child.” It is true that children with special needs are to be provided with instruction that meets their individual needs, through the IEP process, but what about the majority of learners? And what about adults?

Unfortunately, there is little likelihood that we will eliminate the underlying problem of complexity in the near future. In fact, unless we are able to document that complexity IS what prevents our success and the success of our learners, we will not get anyone to listen.

Each of us will have to change the conversation. Instead of endless talk about which theory of teaching or learning will fix all our problems, let’s discuss how complexity by its very nature prevents us from successfully meeting the needs of our learners. We need to know more about the differences in individual learners, how best to identify them, how to teach each learner based on his/her individual needs, abilities, circumstances, et. al.

From these discussions a natural segue will emerge: a systematic approach to organizing all the variables, with charts to represent them, identifying how they interact with one another. Included will be determinations of the outside factors, and, over time, the development of a “yes/no” decision chart that transforms confusion to logical clarity.

Let the dialogue begin.


Contact information
Arthur Rubin
AUTHORS & EDITORS
10736 Jefferson Blvd., #604
Culver City, CA 90230-4969
310-836-2014
HYPERLINK E-mail:ESL@2learn-english.com
www.2learn-english.com

ESL Lesson Plan - Teaching Synonyms and Opposites

 Synonyms and Opposites—Saying the Same Thing in Various Ways 

When we have enough vocabulary knowledge to communicate our basic needs and simplest ideas, we can begin learning various ways to express the same, similar, or opposite thoughts. If we learn synonyms (words with the same or similar meanings) and opposites (words with contrasting meanings), we will be able to make word and phrase choices. In other words, we will begin choosing better and better ways to say or write what we mean. We’ll be able to communicate and express ourselves more precisely and effectively.

Why is it useful to know synonyms and opposites?

We can’t control other people’s use of vocabulary, of course. Therefore, we need to understand the words they choose to use in speaking and writing. Then we can understand more and more complex and sophisticated language.

For good  style in speaking and writing, it helps to use synonyms. That’s because repetition of the same words over and over again sounds childish and unsophisticated. In contrast, the use of similar words makes our language clearer—easier for others to understand.

Can we simply substitute one synonym for another in all situations?

Words carry different feelings with them. For example, some words are more sophisticated than others with the same or opposite meanings. Other words are less formal, more casual, or friendlier. Some words are associated with positive feelings and others with negative feelings. Still others are neutral. Because our word choices carry more than simple meaning, we need to know which synonyms and opposites to use in which contexts. 

Occasionally, one word carries exactly the same meaning and feeling as its synonym, so we can use it as a vocabulary substitute to avoid repetition.More often, however, words have slightly different meanings or belong in somewhat different contexts. If we are aware of the differences among synonyms, we can better  choose the most appropriate words and phrases to express our meaning and feeling. 

Choosing the Best Synonym

Sometimes synonyms are interchangeable. In other words, we can use one or another synonym in the same context without changing the meaning—or even the feeling—of the sentence. The purpose of using different words and phrases with the same or similar meanings is to add variety to our speech and writing—to improve the “style” of our language usage.

On the other hand, not all synonyms are interchangeable. They may follow slightly different grammar patterns or have slightly different meanings. Or they may express somewhat different feelings or give somewhat different impressions. Also, some words fit into special phrases or idiomatic expressions, while their synonyms don’t.

When we choose among synonyms, we should know which words or phrases best fit the context, the situation, and the message we want to communicate. Also, we want to choose the words and phrases that sound best.

How can we choose the best word, phrase, or expression for a situation or a context? Again, the most efficient, effective way is to develop a feel for the language—through experience in listening, reading, and communicating.

Another way to choose appropriate vocabulary items is to look up words or phrases with similar meanings in the dictionary. Some special kinds of dictionaries, perhaps called lexicons or thesauruses, focus on the comparison among groups of synonyms and opposites.

What should we consider when we try to choose the most appropriate synonyms?

Choose the word that is most commonly used in each context, but avoid repetition of exactly the same word in the same sentence—or even in the next sentence. (If there is no good synonym, it is better to substitute a pronoun—like it or they or them—than to repeat the exact word.) If varying the vocabulary improves the sound of your speech or writing—especially if it makes your message clearer—then you are doing well in your use of synonyms.  

ESL Lesson Plan - Teaching Nouns: Countable vs Uncountable

How to Teach or Learn about Kinds Of Nouns  (Countable Vs. Uncountable)

by Elaine Kirn
Authors and Editors

So how can language instructors teach—and language students learn—how to use countable and uncountable nouns in meaningful situations that include real communication? Specialists in applied linguistics or experienced second-language instructors  suggest these steps:

Teachers present and/or students read the relevant grammar rules, principles, and patterns. Explanations should include sufficient examples. To demonstrate comprehension of the principles, learners can explain them in their own words—to other students or the whole group. As they paraphrase what they have understood, they are likely to ask or elicit good questions about the concepts. The answers should help both questioners and other learners to grasp the grammar principles at their present level of language proficiency.

Learners practice the principles, with appropriate feedback and correction, in controlled exercises or activities. (A “controlled” grammar lesson in one in which—if they follow the rules and principles appropriately—learners will probably get the correct answers.) Such activities may or may not give participants the opportunity to express their own information, thoughts, or opinions. 

Learners apply the principles to their speech and writing in less controlled, more communicative exercises or activities. For example, they might explain what they have understood from a reading, an audiotape, or a videotape or TV program. (In lessons about kinds of nouns, of course, the selected materials should contain a large number of countable nouns, both singular and plural, and uncountable nouns from different meaning categories.)

Finally, in contexts that make ample use of the presented and practiced grammar rules and patterns, students demonstrate that they have mastered the principles for use in “real life” self-expression and communication. For example, they might speak for a specified time on a topic that naturally elicits the grammar, including a wide variety of noun vocabulary items.  Or they might do some “free-writing” on the same kinds of topics. Ideas for topics with which learners can “prove” their mastery of the principles of countable and uncountable nouns appear in this book.

How can students learn to apply rules and patterns to new items in their constantly expanding vocabularies? Probably, the most effective method is to request and pay attention to correction of their speech and writing by linguistically-educated native speakers of English. A second useful technique is to observe—and imitate—the oral and written language of articulate and expressive native speakers and writers. To improve their grammar in noun usage, of course, learners should focus on the common noun vocabulary they hear and see, and how those words are used in phrasing. And finally, both students and teachers will benefit from looking up words in an English learners’ dictionary, one that identifies each noun as “countable” or “uncountable” in its various meanings and uses. They should focus on the dictionary examples, using them as phrasing models for their own use of noun vocabulary.

Teaching the American ABC's Alphabet - ESL Lesson Plan

Teaching The English Names of the Letters of the Alphabet


Before engaging in other teaching/learning activities and games, it may be necessary to teach and/or learn the names of the 26 letters of the English alphabet. Here are some possible lesson steps:

In large print on a (chalk or white) board or large paper, put the upper (and/or lower) case block letters of the alphabet in order. Begin with A. In clear English, say the name of each letter as you print it. Listeners try to imitate your pronunciation.  

Beginning with A, point to each letter in order and say its name. As learners repeat, reinforce or correct their pronunciation by modeling the name of the letter again—perhaps even more slowly or clearly.
Begin with the last letter on the board or paper. In reverse order, point to each letter and pronounce its name. Learners repeat several times. Continue to model clear pronunciation.

Point to the letters in random order. Emphasize the ones that learners have difficulty with. Learners repeat the names again.

Point to the letters of the alphabet in order and have the group tell their names. Repeat in reverse order. Then point to letters in random order, and have learners name them. Provide additional practice                 of letters whose names may confuse learners—such as A vs. E vs. I,  B vs. V  vs. F vs. W, C vs. S, K vs. Q, D vs. T, etc.

If exact or close repetition of lesson or activity procedures provides participants with comfort or confidence, you can repeat the same steps at appropriate intervals with the same materials in similar ways. On the other hand, if “bored” teachers or students tend to tune out when they think they already “know the answers,” variety or surprise can make them more alert—so that they don’t waste their own time.

For instance, any or all of the above instructions can be followed with other materials, such as colorful alphabet posters, pre-printed alphabet charts projected onto a screen, smaller versions distributed on handouts or cards, big letters on separate pages hung in a line or a banner, and so on. With or without help, learners can “teach” one another in pairs or small groups. They can use alphabet materials on their own and/or for home study with their families.

Slow Down or Speed Up?

 Multi-Level Pointers
In naming the letters of the alphabet in English, the writing systems of beginners’ native languages may determine the pace and level of the presentation, the practice activities or games, the reinforcement, and the mastery checks or tests. 

For instance, those unfamiliar with the roman alphabet may be able to handle only one or a few letters per lesson. In this case, there should be several or many copies of each letter to point to and name.  
If they are learning or practicing only the letter names, more advanced learners can deal with the whole alphabet at one time.  Especially if they already “know” the information, the names can be presented and practiced as “mini-pronunciation lessons.”  For example, the lengthening of vowel sounds at the ends of words (in all the letter names except f, h, l, m, n, r, s, w, x) can be indicated with the pulling apart of hands or the stretching of a rubber band.

The voiced/voiceless contrasts of the initial consonants in the letter names  b vs. p, z vs. c and d vs. t invite an explanation of the principles of voicing (vibration of the vocal cords vs. the use of air), which apply to the names of all the consonant letters

Fictional Languages - Avatar Style from Morf Morford Blog

If you think learning a standard language is difficult, try a fictional language. JRR Tolkien created several in his Lord of the Rings series, we heard Klingon in the Star Trek TV and film series, and now there's Avatar...

...with yet another language:Na'Vi.

Go here for the rest of the story

FREE ESL Lesson Plan from Los Angeles Based ESL Game, Activity, and Text Publisher

Grammar and Phrasing Patterns for language learners

A “Generic Six-Step” Grammar Lesson Plan 

To work and be accepted by the most demanding of students, any language lesson must be:

• Engaging
• Efficient
• effective
• Energizing
• Encouraging
• Empowering

The above “Six E’s,” as opposed to the adjectives exacting, easy, effortless, entertaining, elusive, and endless, can almost insure language-teaching and learning success. Here are general descriptions of the five or six steps that should be included in an effective structure or grammar-based language-skills lesson or series of lessons:

STEP ONE: Comprehension of the grammar patterns (the sentence structures) in meaningful contexts. The purpose of this first step in most lesson sequences is to assess—and then to help learners develop—oral and written comprehension skills in regard to the “grammar topic” (the patterns and rules). As part of this step, students should be able to identify elements or parts of the patterns as well as pattern variations.

STEP TWO: Grammar explanation, printed and/or oral, in the simplest, clearest terms possible. All explanation should be appropriate for the language-proficiency level of the class, of course. It should include realistic examples, but it doesn’t necessarily have to be “complete”—that is, to cover all the possible situations that might come up in students’ contexts. If learners are involved in the language practice activities to come, their questions—and instructors’ or tutors’ corrections, answers, and comments—will take care of the details.

STEP THREE: Brief “drill” or pattern practice in the relevant forms and models of the target grammar. If these are conducted in a lively manner, perhaps with picture or word card decks and/or quick competitive games, such exercises will never be boring. In fact, materials and techniques at the word and phrase level may provide welcome relief from more  challenging activities, in which, in order to communicate, learners have to do everything “right” at the same time.  

STEP FOUR: “Controlled” exercises, in which students make use of supplied information to produce examples of the relevant grammar patterns. If they apply the rules correctly to the given vocabulary, learners should come up with correct answers. The “correction and discussion” phase of this step may evoke good grammar questions and helpful answers.

STEP FIVE: Expressive and communicative activities and games, in which learners apply the acquired structure patterns to simulated or actual real-life contexts. Using the relevant grammar, students express their own information, ideas, and opinions. They hear and respond to what others have to say. Their use of the relevant grammar is monitored and corrected. In addition, they  improve their language skills because of the natural feedback of the activity.

The last “step” in efficient and effective structure-based language lessons is application of the newly-acquired grammar and phrasing to language expression and communication in learners’ lives—in the worlds of work and school and everyday existence.  Hopefully, all of this will “happen”—happily and productively, and for good.