The Minimal Pair

Episode 016: I Can't Be Bothered with Vowels

Show Notes: The Minimal Pair Title: I Can't Be Bothered with Vowels [https://ia601401.us.archive.org/10/items/ICantBeBotheredWithVowels941410.01PM/I%20Can%27t%20Be%20Bothered%20with%20Vowels%20-%209%3A4%3A14%2C%2010.01%20PM.m4a] Episode no: 016 Date: Recorded on 09/04/14 Topics in Language Learning Language snobbery 1. English is spoken in many countries – so which is the “right” English? * English has official/special status in 75 countries (2 billion speakers) * Numbers and their implications: more non-native speakers than native speakers (probably…) * ESL students from English-speaking countries: what does that say about us (the ESL programs)? 2. Grammar snobbery * There’s a time and a place to get it right (formal vs. informal English) * Prescriptive grammar vs. descriptive grammar * Privileges: education, class, race, L1 vs. L2, ability * Language evolution 3. Sources: * LinkedIn Group: English Skills and Language: Discussion: “India is the single largest English speaking population on Earth. Do you agree?” (discussion started by GB Singh, 8/18/14) * “FAQs The English Language” – British Council (http://www.britishcouncil.org/learning-faq-the-english-language.htm [http://www.britishcouncil.org/learning-faq-the-english-language.htm]) * “Why Grammar Snobbery Has No Place in the Movement,” from 5/2/14 (http://everydayfeminism.com/2014/05/grammar-snobbery/ [http://everydayfeminism.com/2014/05/grammar-snobbery/]) [20:50] Methodology PowerPoint 1. PowerPoint, taboo? 2. Pros * Visual aid – especially helpful to visual learners * Keeping the lesson on track/organized * Accessible (can be saved in Bb and referred back to later) * Interactive (sometimes… depends on who made it!) * Student use 3. Cons * One-way learning/teacher-centered classroom * Inhibits organic discussion * Visual pollution/over-saturation of slides * “Overly formal” vibe * Over-simplifies the material (reduces critical thinking) 4. Tips * Guy Kawasaki’s 10, 20, 30 rule – 10 slides, 20 minutes, 30-point font * Keeping it simple – but not simplifying the material * Make it interactive (to avoid “one-way learning) * Spice it up! * Set expectations (i.e., students shouldn’t just sit and copy from the slides) * Take breaks 5. Sources: * “Does PowerPoint Help or Hinder Learning?” by Maryellen Weimer, PhD in Teaching Professor Blog (http://www.facultyfocus.com/articles/teaching-professor-blog/does-powerpoint-help-or-hinder-learning/ [http://www.facultyfocus.com/articles/teaching-professor-blog/does-powerpoint-help-or-hinder-learning/]) * Blog post from Guy Kawasaki, December 30, 2005 (blog.guykawasaki.com) [41:35] Adjunct Antics Valuing Adjuncts 1. The downside of being an adjunct * Lower pay * No retirement plan or benefits * No job certainty/guarantee * No/less input to department decisions 2. “Adjunct Faculty Loan Fairness Act” * Student debt is a problem for most people, but adjuncts (who have less job certainty and low pay) have an especially hard time paying off their loans * 2007 – Congress created PSLF (Public Service Loan Forgiveness), to offer loan forgiveness to people in public and non-profit sectors * Many adjuncts don’t qualify for PSLF because you have to work an average of 30 hours a week/year, and adjuncts don’t always get enough hours * The Adjunct Faculty Loan Fairness Act would allow adjuncts to access PSLF, regardless of hours worked 3. Sources: * “Adjunct faculty exploring unionization,” by Koran Addo, St. Louis Post-Dispatch (http://www.stltoday.com/news/local/education/adjunct-faculty-exploring-unionization/article_5691bb7b-08b7-5f36-9e48-c52544c840c8.html [http://www.stltoday.com/news/local/education/adjunct-faculty-exploring-unionization/article_5691bb7b-08b7-5f36-9e48-c52544c840c8.html]) * “Big News: Sen. Dick Durbin Introduces Adjunct Faculty Loan Fairness Act,” from Adjunct Action (http://adjunctaction.org/2014/07/big-news-sen-dick-durbin-introduces-adjunct-faculty-loan-fairness-act/ [http://adjunctaction.org/2014/07/big-news-sen-dick-durbin-introduces-adjunct-faculty-loan-fairness-act/])

Episode 015: A Slogan is Born

Show Notes: The Minimal Pair Title: A Slogan is Born [https://ia802306.us.archive.org/25/items/ASloganIsBorn817147.54PM/A%20Slogan%20is%20Born%20-%208%3A17%3A14%2C%207.54%20PM.m4a] Episode no: 015 Date: Recorded on 8/12/14 Topics in Language Learning Always “on” 1. What do we mean by “on”? 2. When is it hard to be “on”? 3. How do we stay “on” in challenging situations? * Take a deep breath! * Set the timer * Fake it ‘til you make it * Remember, you’re human * Call in reinforcements * Don’t be afraid to say no [17:20] Methodology Breathing new life into a course 1. Why is it necessary? 2. How do you know it’s time? 3. What should you do? 4. What should you not do? 5. Did it work? [28:10] Adjunct Antics… Getting ready for a new semester 1. Coordinating your schedule 2. Waiting for classes to “make” 3. Last minute changes 4. Creating a syllabus/schedule 5. Gathering materials 6. Getting familiar with new systems/schools SHOUT OUTS: Program coordinators and department secretaries…and adjuncts, of course!! Especially to Julie Heyer, for her cheerful disposition, positive attitude, and suggesting our slogan “keep it minimal.”

Episode 014: What is the last P in PARSNIP?

Show Notes: The Minimal Pair Title: What is the last P in PARSNIP? [https://ia902309.us.archive.org/23/items/Episode014WhatIsTheLastPInPARSNIP/Episode%20014_%20What%20is%20the%20last%20P%20in%20PARSNIP_.m4a] Episode no: 014 Date: Recorded on 8/7/14 Topics in Language Learning EFL vs. ESL 1. What’s the difference? * EFL – English as a Foreign Language is taught to a mostly homogenous group of ELLs in a non-English speaking country * ESL – English as a Second Language is taught to any group of ELLs, primarily immigrants, in an English speaking country) 2. Objectives * EFL * Less urgency/ irrelevant to daily routine – speakers don’t need English in their everyday lives * Topical– literature, cinema, art, culture, conversation, etc. are all courses that could be offered * ESL * More urgency/practical – speakers need to use English to survive, so they’re less concerned with technicalities * Holistic – communication skills, reading, writing, ESP, “big picture”/long-term purposes 3. Our experiences… 4. Planning/preparation: * EFL * Focus on practice, especially speaking, pronunciation, and conversation * Exposure to authentic English * Reasons/motivation * ESL * Hands on/suitable for immediate needs * Explicit cultural instruction * Integration 5. Sources: * Oxford University Press, English Language Teaching Global Blog, article by Kate Bell – oupeltglobalblog.com [https://www.blogger.com/oupeltglobalblog.com] * Teaching ESL to Adults – www.teaching-esl-to-adults.com [http://www.teaching-esl-to-adults.com/] [19:00] Methodology Audio learners 1. Identifying auditory learners * Good memory for conversations, jokes, music, lyrics, etc. * Enjoy discussion, debate, conversation, listening to music, etc. * Sing/hum/whistle to themselves * Prefer oral presentations to written reports * May read slowly and/or have trouble interpreting graphs, maps, charts, etc. 2. Teaching Tips * Beginning * Read directions aloud (while projecting them on the board or providing a handout) * Paraphrase/restate directions, especially difficult words * Allow students to record lectures * Word association/verbal mapping * Reading aloud (alone or with someone) * Books on tape * Mnemonic devices, like PARSNIP (stay tuned!) * Intermediate * Assigning oral presentations to supplement written work * Incorporating music and videos to supplement reading/lecture * Allow students to record lectures * Word association/verbal mapping * Reading groups to share/supplement written journals * Advanced * Assigning oral presentations to supplement written work * “What questions do you have?” (rather than “Do you have any questions?”) * Ask them questions, too * Encourage active participation so students get a variety of input from people with different backgrounds, levels of fluency, accents, etc. * Listening to/creating podcasts 3. Source: * The Study Gurus, “Study Advice for Auditory Learners,” article by Clare – www.thestudygurus.com [http://www.thestudygurus.com/] [38:57] Culturally speaking… Taboo topics 1. PARSNIP * Politics * Alcohol * Religion * Sex * Narcotics * –isms * What does the last P in PARSNIP stand for? 2. Tips for teachers – countdown: 5. Raising cultural awareness 4. Know your audience 3. Warm, but not hot (let them discuss something without it getting too heated) 2. R-E-S-P-E-C-T 1. Keep it neutral 3. Source: * LinkedIn Group, TESOL International Association, discussion started by Anes Abdelrahim Mohamed on July 4th

Episode 013: Tweet Me in St. Louie

The Minimal Pair: Episode 013 [https://ia601809.us.archive.org/26/items/TweetMeInSt.Louie761411.13PM/Tweet%20Me%20in%20St.%20Louie%20-%207%3A6%3A14%2C%2011.13%20PM.m4a] Show Notes: The Minimal Pair Title: Tweet Me in St. Louie Episode no: 013 Date: Recorded on 7/2/14 & 7/6/14 Topics in Language Learning Technology in the classroom 1. Digital divide * What is it? * Effects students and teachers * Challenging classroom roles * How do tech skills help make students and teachers more marketable? 2. Tech controversy * Is technology replacing teaching? * When Sugata Mitra gave slum kids a computer, they learned how to use it on their own… * Should the Internet be included in curricula? * Why ask students to leave their devices outside? Are we excluding the Internet from classrooms? * Is this controversy fueling the digital divide? 3. Sources: * http://eltchat.org/wordpress/summary/sugata-mitra-and-the-future-of-teaching-an-eltchat-summary 090414/?utm_content=buffer3dce3&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer [http://eltchat.org/wordpress/summary/sugata-mitra-and-the-future-of-teaching-an-eltchat-summary%20090414/?utm_content=buffer3dce3&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer] * http://www.educationworld.com/a_tech/archives/technology.shtml [http://www.educationworld.com/a_tech/archives/technology.shtml] * http://www.usnews.com/education/technology-in-the-classroom [http://www.usnews.com/education/technology-in-the-classroom] * http://www.huffingtonpost.com/tag/technology-in-the-classroom/ [http://www.huffingtonpost.com/tag/technology-in-the-classroom/] * http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html [http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html] [19:45] Methodology Twitter 1. What is Web 2.0? 2. When should a teacher use it? 3. What issues exist? 4. Suggestions for new users? Thanks again to Nate Soelberg for talking to us about Twitter!! You can reach him at @MrNatethteacher Until next time, keep it minimal…and TWEET ME IN ST. LOUIE!

Episode 012: “Where can I get a Brazilian wax?”

The Minimal Pair: Episode 012 [https://ia902503.us.archive.org/28/items/WhereCanIGetABrazillianWax626142.40PM/%22Where%20can%20I%20get%20a%20Brazillian%20wax%3F%22%20-%206%3A26%3A14%2C%202.40%20PM.m4a] Show Notes: The Minimal Pair Title: “Where can I get a Brazilian wax?” Episode no: 012 Date: Recorded on 6/25/14 Topics in Language Learning English for Specific Purposes 1. Sources: * http://www.uwinnipeg.ca/index/elp-esp [http://www.uwinnipeg.ca/index/elp-esp] * http://iteslj.org/Articles/Gatehouse-ESP.html [http://iteslj.org/Articles/Gatehouse-ESP.html] * http://www.usingenglish.com/articles/teaching-english-for-specific-purposes-esp.html [http://www.usingenglish.com/articles/teaching-english-for-specific-purposes-esp.html] 2. What is it? How is it different from ESL? (from UsingEnglish.com) * Types of learners * Types of instruction * Learner motivation 3. What are “specific purposes”? * Business * Law * Architecture * Engineering * Medicine * Tourism * Restaurant industry 4. Instructor responsibilities (from UsingEnglish.com) and challenges * Setting goals * Learning environment * Evaluating students * Who is qualified to teach it? * Is a TESL certification enough? * Do instructors with content specific backgrounds (like an MBA or J.D.) have an advantage? [19:10] Methodology Authentic situations 1. Online presence * Email * Social media 2. Students who are new to the country and dealing with lots of “real-world” issues * Finding housing * Setting up utilities * Figuring out public transportation; getting cars and driver’s licenses * Getting acquainted with a new city: what to do, where to go for fun, etc. * Overlooked things: where to get a haircut, how American pharmacies work, etc. * Remaining approachable; validating their challenges 3. Having authentic situations in ESP classes * Product pitch * Writing emails * Good news vs. bad news * Requests & reminders * Job interviews * “Water-cooler” conversation skills 4. Book recommendation: Americans at Work: A Guide to the Can-Do People (by Craig Storti) [36:15] Culturally speaking… High-context vs. low-context cultures 1. Sources: * http://www.marin.edu/buscom/index_files/Page605.htm [http://www.marin.edu/buscom/index_files/Page605.htm] * Worldwide ERC 2. What’s the difference? * High-context – indirect (Asia, Middle East, Africa, South America) * Less likely to share thoughts and feelings * Stress expressed non-verbally or accidentally * Conversation is monotone (lack of inflection and enthusiasm) * Communication is indirect (evasive, talking around the point, tactful, ambiguous) * Conflict (harmony valued) * Low-context – direct (North America, most of Western Europe) * More open with thoughts and feelings * Don’t hide stress/tension * Conversation is enthusiastic * Communication is direct (precise, blunt, to the point) * Conflict is a means of expressing (and having pride for) personal opinion 3. Tips for teachers * Make students aware of the difference (validate both) * Be specific with directions for assignments (putting it on paper helps indirect communicators) * Modeling being direct (i.e. through teacher feedback) * Prefacing authentic situations with a discussion about being direct vs. indirect * Encouraging classroom participation (challenging for indirect communicators) * Students who want to tell the teacher how to teach