Reading researcher and former teacher Jeff Wilhelm, author of "Reading Don't Fix No Chevys", says that he found that giving comic books and novels written in comic book style to struggling readers really helped them learn to visualaize while reading, with the skill eventually transferring to non graaphic material. He theorized that young children who have picture books read to them are less likely to have this trouble. 

And another reading consultant, Roger Farr, says the three questions that help struggling readers who can sound words out but not comprehend are, What does it look like, what does it remind you of and what do you think will happen next? These questions encourage them to visualize, predict and relate. 

 Mary Schneckenburger

Program Coordinator

Literacy Volunteers-Androscoggin

60 Court St., Auburn, ME 04210

207 333 6601 X 1323

mschnec at juno.com

  ----- Original Message ----- 
  From: Andrea Canter 
  To: englishlanguage at nifl.gov 
  Sent: Friday, May 02, 2008 5:39 PM
  Subject: [EnglishLanguage 2311] Re: EnglishLanguage Digest, Vol 32, Issue 4


  I read that people who are literate that have trouble with reading comprehension are actually having trouble visualizing the things they are reading. Thus, exercises that promote visualization (such as using comprehension questions that require visualizing the content of what is read) may be a very effective way of improving overall reading comprehension. I guess it's sort of like training your brain to use visualization as the default way to make sense of the written word.

  Andrea


  On Fri, May 2, 2008 at 5:01 PM, <englishlanguage-request at nifl.gov> wrote:

    Send EnglishLanguage mailing list submissions to
           englishlanguage at nifl.gov

    To subscribe or unsubscribe via the World Wide Web, visit
           http://www.nifl.gov/mailman/listinfo/englishlanguage
    or, via email, send a message with subject or body 'help' to
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    When replying, please edit your Subject line so it is more specific
    than "Re: Contents of EnglishLanguage digest..."


    Today's Topics:

      1. [EnglishLanguage 2300] Upcoming discussion on Reading and
         Adult     English Language Learners (May 12-16, 2008) (Lynda Terrill)
      2. [EnglishLanguage 2301] Re: Minimal pairs (Sally Bishop)
      3. [EnglishLanguage 2302] Re: EnglishLanguage Digest, Vol 32,
         Issue 3 (Andrea Canter)


    ----------------------------------------------------------------------

    Message: 1
    Date: Fri, 2 May 2008 16:45:06 -0400
    From: "Lynda Terrill" <lterrill at cal.org>
    Subject: [EnglishLanguage 2300] Upcoming discussion on Reading and
           Adult   English Language Learners (May 12-16, 2008)
    To: "The Adult English Language Learners Discussion List"
           <englishlanguage at nifl.gov>
    Message-ID: <7E0B624DDF68104F92C38648A4D93D8F03DC654B at MAIL.cal.local>
    Content-Type: text/plain; charset="iso-8859-1"


    Dear subscribers,

    Assisting adult English language learners (or second language learners in general) to increase their reading proficiency is one of the perennial issues on this list and others.  We will be focusing on this topic specifically from May 12-16, 2008 when Heide Wrigley and a cadre of Texas practitioners will share information, challenges, and outcomes of a professional development and classroom project they have been working on during the last year. See the bottom of this announcement for bios of Heide and the teacher working group.

    Thank you,

    Lynda Terrill
    List moderator
    lterrill at cal.org


    Focus of  Discussion
    The last few years has seen a resurgence of interest in reading, not only at the primary level, but also at the secondary level and to a lesser degree in adult education. We've heard about the components of reading with an emphasis on phonemic awareness and decoding and about the importance of fostering reading comprehension. Yet, we don't know a great deal about what works in second language reading, particularly for adults. Exciting work is being done in the use of comprehension strategies and in vocabulary studies, yet not much of that information has made it into the ESL classroom. or in instruction for adult English language learners in ABE, GED, ASE, and community college classrooms.

    This discussion seeks to close the gap. Our hope is to help teachers make the connection between what recent research tells us about reading in general and second language reading in particular and what works for teachers and learners in the classroom.


    Reflective Questions
    These questions will help frame the discussion, but can also help to direct background reading before the discussion:

    *       Is teaching reading for native speakers similar to teaching reading to English language learners?  If not, what is the difference?

    *       If English language learners have some literacy in the native language, do we still need to focus on decoding and building phonemic awareness?  Why or why not?

    *       If our students seem to read just fine in terms of decoding and reading aloud, why do they often still have trouble understanding what they read?

    *       What about the role of background knowledge and vocabulary - how do we build these skills so that reading comprehension is facilitated?

    *       Some teachers wonder about the role of "reading strategies" in adult ESL.  Many have found that "predicting meaning from context" doesn't always work for beginning level readers. Are there other strategies that can be adapted for English language learners that show greater promise in facilitating comprehension?

     Background Reading
    There is a wealth of materials now available about teaching reading to adult English language learners.  For a quick overview of issues that will be covered in the special discussion, see How Should Adult ESL Reading Instruction Differ from ABE Reading Instruction?  (CAELA  brief). Miriam Burt, Joy Kreeft-Peyton, and Carol Van Duzer, 2005 www.cal.org/caela/esl_resources/briefs/readingdif.html . A sample of other resources is below.

    "Activities to Promote Reading Development <http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-57ActivitiestoPromoteReadingDevelopment.pdf> " in Practitioner Toolkit: Working with Adult English Language Learners <http://www.cal.org/caela/tools/program_development/elltoolkit/CombinedFilesl.pdf> . National Center for Family Literacy and National Center for ESL Literacy Education at the Center for Applied Linguistics (2004)
    www.cal.org/caela/tools/program_development/elltoolkit/Part2-57ActivitiestoPromoteReadingDevelopment.pdf

    Reading and Adult English Learners-online resource collection
    www.cal.org/caela/esl_resources/collections/reading.html

    Reading and Adult English Language Learners: A Review of the Research <http://www.cal.org/caela/research/raell.pdf> . Miriam Burt, Joy Kreeft Peyton, & Rebecca Adams (Center for Applied Linguistics and National Center for ESL Literacy Education, 2003) www.cal.org/caela/research/raell.pdf

    Second Language Acquisition in Adults: From Research to Practice  (NCLE Digest) Donna Moss and Lauren Ross Feldman, 2003
    www.cal.org/caela/esl_resources/digests/SLA.html

    Teaching Reading to Adult English Language Learners (module from The CAELA Guide for Adult ESL Trainers, 2007) www.cal.org/caela/scb/III_D_TeachingReading.pdf

    ***************

    Facilitator Bios

    1. Heide Spruck Wrigley is a senior researcher with Literacywork International, a small social science research firm based in Mesilla, NM.  She was the subject matter expert on several national studies on adult ESL literacy and has written extensively on the subject. She also conducts Adult ESL Institutes for four of the Texas Professional Development Centers (the GREAT Centers), the most recent Institutes on Second Language Reading. These Institutes combine face-to-face seminars with learning circles where readings and classroom experiences are discussed with a mentor. Participants in the Institutes also try out instructional strategies and sample lessons in their own classes, after these have been demonstrated in the face-to-face sessions. In addition, mentors (experienced teachers) are available to discuss teaching challenges, provide technology support and conduct peer observations.


    2. Practitioners participating in the first ESL Reading Institute include teachers from adult ESL programs situated in community college and CBOs in Texas, mostly from the coastal region.  Also participating were administrators and experienced teachers acting as mentors to the rest of the group.

    As part of the online discussion, participants will share their insights and discuss what works in their classroom.  They will discuss their experiences as they try to implement a rich reading program, use research-based comprehension strategies, and seek to foster reading competence while promoting reading for pleasure.

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    Message: 2
    Date: Fri, 2 May 2008 14:46:58 -0600
    From: "Sally Bishop" <s.bishop at aggiemail.usu.edu>
    Subject: [EnglishLanguage 2301] Re: Minimal pairs
    To: "The Adult English Language Learners Discussion List"
           <englishlanguage at nifl.gov>
    Message-ID:
           <e05ff35d0805021346q71ba7bdcp80b2b4d7838de36 at mail.gmail.com>
    Content-Type: text/plain; charset="iso-8859-1"

    Do you have research you can site on this comment: " Bear in mind, however,
    that neuroscience and many decades of SLA study are clear on the fact that
    adults will not acquire very accurate pronunciation of foreign sounds
    because the brain of an adult language learner does not process unfamiliar
    sounds effectively and does not translate them into speech gestures ( i.e.
    pronunciation) accurately anymore.   Thus accents."

    S Bishop

    On Fri, May 2, 2008 at 1:46 PM, <robinschwarz1 at aol.com> wrote:

    >  An even better book for minimal pairs is Pronunciation Contrasts in
    > English ( Nilsen & Nilsen) available in both old and new editions at
    > Amazon.com./textbooks.  This book has ONLY minimal pairs of all contrasts in
    > English and each page includes a) a list of languages for which that
    > particular contrast is a problem, b) drawings of the mouth in both positions
    > (actually side views) c) a set of minimal pair sentences with context d) a
    > set of sentences with no context help (e.g. There is a bug/bag on the
    > table.)   and e) a complete list of all minimal pairs for that contrast.  It
    > is an invaluable teaching resource.  Pronunciation Pairs is a good place to
    > start if you are unfamiliar with the practice of minimal pairs, but it does
    > not go far enough for review and mastery.  Learners typically memorize the
    > contrasting words in the pairsin that book in lightning time, but do not
    > generalize that skill to o ther pairs, in my experience.
    >
    > I teach minimal pairs for the purpose of phoneme isolation and
    > manipulation (auditory perception) -- a by-product of that instruction is
    > better pronunciation.  I  know there has been discussion here previously
    > about the effectiveness of MPs out of context.  I do both-- a lot of
    > non-contextualized practice and a LOT of contextualized practice, and have
    > always seen a clear improvement--and learners report clear improvement.
    > Teachers I coach who use this say their learners BEG for this practice. When
    > teachers use this, or I use this approach, I emphasize that it is NOT a
    > vocabulary exercise, but rather an auditory discrimination practice and
    > practice in associating specific sounds with specific spellings.  Students
    > often resist not knowing the meanings, but the minute you include meanings,
    > the listening part goes away.  Different brain pathways are in play.
    >
    > Bear in mind, however, that neuroscience and many decades of SLA study are
    > clear on the fact that adults will not acquire very accurate pronunciation
    > of foreign sounds because the brain of an adult language learner does not
    > process unfamiliar sounds effectively and does not translate them into
    > speech gestures ( i.e. pronunciation) accurately anymore.   Thus accents.
    >
    > An interesting study on adult Japanese showed that adults COULD learn to
    > say L vs r  more accurately in a study environment, but could not generalize
    > the new skill to informal conversation.  Nonetheless, pronunciation experts
    > ARE able to achieve improvement, if not perfection.  There are LOTS of
    > pronunciation aids out there- videos, software, etc--Rosetta Stone has a
    > feature where learners can see a visigraph of what they say compared to a
    > native model.  Learners LOVE this and it apparently helps a LOT.   I heard a
    > terrific presenter at the ACE of Florida conference last fall who does adult
    > ESL pronunciation improvement. She uses LOTS of minimal pair practice and
    > she emphasized the fact that to achieve improvement, you must do 100%
    > correction.  That is, no error goes unnoticed and uncorrected. This is
    > essentially what the study on Japanese did as well.  Obviously, you must
    > have your learners' buy-in to do that or they will cry in frustr ation.
    > She does it as part of a pronunciation improvement course where learners are
    > there precisely to have their speech corrected.
    >
    > Mirrors are GREAT, as are "whisperphones"--those devices which look like
    > telephone receivers into which the learner speaks and can hear him or
    > herself saying sounds. Adult learners typically cannot hear that they are
    > not producing the sounds you want them to.
    >
    > Don't forget as well, that speech pathologists can help a LOT in showing
    > learners how to place tongue and lips for more accurate pronunciation (as
    > long as they do not characterize speech differences that are the result of
    > first language differences as "speech impediments" or speech problems--these
    > are normal speech differences.).   I have urged for over 20 years that adult
    > ESL should be working more closely with speech pathologists  to help
    > learners hear and pronounce better and to help determine if there really ARE
    > pronunciation problems even in first language.
    >
    > Robin Lovrien Schwarz
    >
    >
    >  -----Original Message-----
    > From: Ted Klein <taklein at austin.rr.com>
    > To: The Adult English Language Learners Discussion List <
    > englishlanguage at nifl.gov>
    > Sent: Fri, 2 May 2008 9:47 am
    > Subject: [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol 31,Issue
    > 18
    >
    >  Emma,
    >
    > May I suggest that listening procedures in teaching vowel and consonant
    > contrasts may be more important than pushing students into immediate
    > repetition. A basic principle in phonological exercises of any kind is that
    > listening and *identification *of sounds is of primary importance *before*attempting repetition. If a student can't discriminate the differences
    > between two sounds, early attempts to produce them cause the students to
    > hear their own voices and those of other class members nearby,  reinforcing
    > existing problems. Identifying numerically seems to be the easiest and
    > quickest route. If students can't correctly hear the sounds, particularly
    > vowel sounds, they really can't make them. One of the problems with English
    > is that we have more vowel and diphthong sounds than most languages we deal
    > with and they are produced closer together. For example, Spanish has only
    > one high-front vowel sound, that of "piso" and it is between the English
    > beat and bit sounds. I also have found that if we teach minimal pair
    > listening in single words first, they should be followed by minimal
    > sentences and then put into an open environment for speaking practice. Here
    > is a sample exercise for the same sounds that you gave, in medial position.
    > Notice that consonants after the vowels are different, because of the fact
    > that in English syllable length changes according to the consonants that
    > follow:  beat (short) beef (half long) bead (long) and bees (very long). Try
    > it. Most students have the most problems distinguishing the longer
    > syllables. In Spanish, for example, all syllables remain short. Initial
    > priority should always be given to the ears.
    >
    >
    >  *MEDIAL VOWEL EXERCISE-1 & 2*-Track 6
    >
    >
    >                                     -/i/-1
    > -/I/-2
    >
    >                                     heat
    > hit
    >
    >                                     cease
    > sis
    >
    >                                     heed
    > hid
    >
    >                                     keen
    > kin
    >
    >                                     Lee's
    > Liz
    >
    >                                     bead
    > bid
    >
    >                     It was a great heat.                               It
    > was a great hit.
    >
    > I saw a cease fire                                  I saw sis fire.
    >
    > We heed it.                                           We hid it.
    >
    > They were keen.                                   They were kin.
    >
    > It was Lee's.                                         It was Liz.
    >
    > See the bead.                                       See the bid.
    >
    >         Don't hit it, heat it.
    >
    >                                     Will your sis ever cease?
    >
    >                                     We heed it and they hid it.
    >
    >                                     I'm keen to know her kin.
    >
    >                                     Liz is at Lee's house.
    >
    >                                     We bid on the bead.
    >
    >
    > Here are the procedures that I use with my students. Vowel numbers are
    > permanent and used to identify sounds all of the time. Beat and bit happen
    > to have the permanent numbers one and two:
    >
    >
    >  1. Put the pairs of words and their identifiers on the marker board.
    > Students are encouraged to copy these words in their notebooks, but are not
    > given copies of the complete exercises. Students are encouraged to tape any
    > exercises in class, rather than practice from the written language. My
    > students receive an audio compact disk of all vowel sounds on their first
    > day.
    >
    > 2. The instructor should repeat these pairs of words with numbers both
    > horizontally and vertically for familiarization. Vowel numbers will remain
    > consistent with numbers used in the vowel hatches.
    >
    > 3. The instructor will go to the back of the room and call out words at
    > random for the students to identify numerically. This identification
    > exercises can be done as both group and individual exercises.  Example:
    > HIT 2,  HEAT 1, HEAT 1, CEASE  1, SIS 2, etc. If numerical errors are
    > heard, call out the correct number. When a majority of the students are able
    > to call the numbers correctly, change to double words at random. HEAT HEAT
    > 1, 1,  HIT HEAT  2, 1,  HIT  HIT 2, 2. HIT HEAT, 2, 1. etc.
    >
    > 4. After most of the students are responding accurately to the minimal
    > pairs, switch to the *minimal sentence pairs.* These sentence exercises
    > should all be performed *without* written reference. First repeat the
    > sentences while the students listen. Next read the sentences at
    > unpredictable random and have the students identify target words in a
    > sentence environment numerically. This will be more difficult, but will help
    > the students to hear the sounds in a real structural environment. Continue
    > this exercise with the group and with individuals.
    >
    > Example:  It was a great heat. (1) It was a great hit (2) It was a great
    > hit (2), etc.
    >
    > 5. Finally give the students oral practice with sentences in which the
    > target sounds are in free environments.  "Don't hit it, heat it."
    > Occasional corrections should be done gently, diplomatically and in good
    > humor. If vowels 1, 3, 8 and 10 sound "flat" students can be instructed on
    > how to make their mouth and throat muscles tense. To strengthen the oral and
    > throat muscles takes time. Tongue twisters, "trabalenguas," which combine or
    > emphasize target sounds, are useful and students often enjoy and memorize
    > them.
    >
    > Vowel Numbers:  1 beat    2  bit    3  bait    4  bet    5  bat   6 bot
    > (fly)    7 bought   8 boat   9 book   10 boot   11. but
    > Diphthong Numbers    6+2   lied    6+9   loud      7+2    Lloyd
    >
    > Cheers,   Ted
    > www.tedklein-ESL.com
    > *                                **      *
    >  * *
    >
    > ----- Original Message ----- From: "Emma Bourassa" <ebourassa at tru.ca>
    > To: <englishlanguage at nifl.gov>
    > Sent: Thursday, May 01, 2008 5:41 PM
    > Subject: [EnglishLanguage 2294] Re: EnglishLanguage Digest, Vol 31,Issue
    > 18
    >
    >  >I believe it is Pronunciation Pairs that has illustrations, single word
    > and short dialogue practice. For example there might be:
    > > sit  seat
    > > bit  beat
    > >
    > > etc. which is then worked into a conversation:
    > > A: Bea, have a seat.
    > > B: I can eat but can't sit.
    > > A: Sit in the seat, and eat your meat.
    > > B: No, I need to knit.
    > > sorta silly but they do work for slow practice of moving the mouth and
    > tongue around.
    > > Pictures with mirrors so students can watch themselves works well.
    > > e
    > >
    > > Emma Bourassa
    > > English as a Second or Additional Language/ Teaching English as a Second
    > Language Instructor
    > > ESL Department
    > > Thompson Rivers University
    > > 900 McGill Road. P.O. Box 3010
    > > Kamloops, B.C. V2C 5N3
    > > (250) 371-5895
    > > fax 371-5514
    > > ebourassa at tru.ca
    > >
    > >>>>
    > > From: Andrea Canter <lucidpandora at gmail.com>
    > > To: <englishlanguage at nifl.gov>
    > > Date: 29/04/2008 12:03 pm
    > > Subject: [EnglishLanguage 2292] Re: EnglishLanguage Digest, Vol 31,
    > Issue 18
    > >
    > > Jenny,
    > >
    > > Eek! That's the issue I'm coming up against soon. The way I've been
    > doing it
    > > works with the roman alphabet (and easiest with just one native language
    > in
    > > the group). I have this book that has Spanish translations of English
    > > vocabulary words. Then it has the pronunciation of the word spelled out
    > in
    > > Spanish phonetics. I just borrow those phonetics for any word I come
    > across:
    > > (ex. Raise your hand = reiz yor jand). Sometimes there isn't a sound in
    > > Spanish that quite matches the one in English and I have to wrk around
    > it
    > > (ex. the word 'sit'.... there isn't anything in Spanish that sounds like
    > the
    > > 'i' in that word.... I told my class it sounds some where between 'eh'
    > and
    > > 'ee' and they got it).
    > >
    > > The thing with non-Roman alphabets is unless you speak the language, it
    > > would be quite a task to do it that way. Then if you have people with
    > > differing languages, it would be even worse. If all the people in your
    > class
    > > know the Roman alphabet, then I have a link to a website that has books
    > and
    > > workshops on a unique system to teach pronunciation with. I haven't
    > tried
    > > the method, but it looks really cool. Let me know if you want the
    > address.
    > > Hope this (any of it) helps!
    > >
    > > Andrea
    > >
    > > On Tue, Apr 29, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
    > wrote:
    > >
    > >> Send EnglishLanguage mailing list submissions to
    > >>        englishlanguage at nifl.gov
    > >>
    > >> To subscribe or unsubscribe via the World Wide Web, visit
    > >>        http://www.nifl.gov/mailman/listinfo/englishlanguage
    > >> or, via email, send a message with subject or body 'help' to
    > >>        englishlanguage-request at nifl.gov
    > >>
    > >> You can reach the person managing the list at
    > >>        englishlanguage-owner at nifl.gov
    > >>
    > >> When replying, please edit your Subject line so it is more specific
    > >> than "Re: Contents of EnglishLanguage digest..."
    > >>
    > >>
    > >> Today's Topics:
    > >>
    > >>   1. [EnglishLanguage 2291]  computerless ESL instruction
    > >>      (Jenny Hubler)
    > >>
    > >>
    > >> ----------------------------------------------------------------------
    > >>
    > >> Message: 1
    > >> Date: Mon, 28 Apr 2008 08:57:35 -0500
    > >> From: "Jenny Hubler" <JHubler at womenscenter.info>
    > >> Subject: [EnglishLanguage 2291]  computerless ESL instruction
    > >> To: "'The Adult English Language Learners Discussion List'"
    > >>        <englishlanguage at nifl.gov>
    > >> Message-ID: <001a01c8a937$d1da28d0$d600a8c0 at womenscenter.info>
    > >> Content-Type: text/plain; charset="us-ascii"
    > >>
    > >> Andrea:
    > >>
    > >>
    > >>
    > >> Could you give more details about how you teach pronunciation to
    > speakers
    > >> of
    > >> other languages? We have many Latinos, also some Koreans and a student
    > >> from
    > >> Sudan.
    > >>
    > >>
    > >>
    > >> Jenny
    > >>
    > >> The Women's Center of Tarrant County, TX
    > >>
    > >>
    > >>
    > >>  _____
    > >>
    > >> From: englishlanguage-bounces at nifl.gov
    > >> [mailto:englishlanguage-bounces at nifl.gov<englishlanguage-bounces at nifl.gov?>]
    > On Behalf Of Andrea Canter
    > >> Sent: Friday, April 25, 2008 3:58 PM
    > >> To: englishlanguage at nifl.gov
    > >> Subject: [EnglishLanguage 2290] Re: EnglishLanguage Digest, Vol 31,
    > Issue
    > >> 16
    > >>
    > >>
    > >>
    > >> This is a neat concept, but if you're like me and teach adults in
    > venues
    > >> without computers there needs to be something else. Since my class is
    > >> entirely Hispanic, I use Spanish phonics to help. For some sounds I
    > have
    > >> to
    > >> go into further explanation because there is no Spanish equivalent, but
    > >> for
    > >> the most part it translates. This has worked SO well!! They have near
    > >> perfect pronunciation instantly!! I'm getting ready to start a class
    > with
    > >> people from all over the world now. I have no idea how to address the
    > >> issue
    > >> with them- any suggestions??
    > >>
    > >> On Fri, Apr 25, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
    > >> wrote:
    > >>
    > >> Send EnglishLanguage mailing list submissions to
    > >>       englishlanguage at nifl.gov
    > >>
    > >> To subscribe or unsubscribe via the World Wide Web, visit
    > >>       http://www.nifl.gov/mailman/listinfo/englishlanguage
    > >> or, via email, send a message with subject or body 'help' to
    > >>       englishlanguage-request at nifl.gov
    > >>
    > >> You can reach the person managing the list at
    > >>       englishlanguage-owner at nifl.gov
    > >>
    > >> When replying, please edit your Subject line so it is more specific
    > >> than "Re: Contents of EnglishLanguage digest..."
    > >>
    > >>
    > >> Today's Topics:
    > >>
    > >>  1. [EnglishLanguage 2286] Re: on-line dictionary with instant
    > >>     sound (Molly Elkins)
    > >>  2. [EnglishLanguage 2287] Re: on-line dictionary with instant
    > >>     sound (Tom Zurinskas)
    > >>  3. [EnglishLanguage 2288] Re: on-line dictionary with instant
    > >>     sound (Elkins, Molly (CR))
    > >>
    > >>
    > >> ----------------------------------------------------------------------
    > >>
    > >> Message: 1
    > >> Date: Thu, 24 Apr 2008 11:06:33 -0600
    > >> From: "Molly Elkins" <melkins at dclibraries.org>
    > >> Subject: [EnglishLanguage 2286] Re: on-line dictionary with instant
    > >>       sound
    > >> To: "'The Adult English Language Learners Discussion List'"
    > >>       <englishlanguage at nifl.gov>
    > >> Message-ID: <004f01c8a62d$8c7cafe0$be070a0a at dpld.org>
    > >> Content-Type: text/plain;       charset="us-ascii"
    > >>
    > >> I think it is pretty interesting-
    > >>
    > >> My only concern is that it took some time to load the sound- even on my
    > >> pretty fast computer, AND it has a British accent. Many of my learners
    > >> have
    > >> complained about media that is British instead of American
    > pronunciation.
    > >>
    > >> Thank you,
    > >>
    > >> Molly Elkins
    > >> Literacy Specialist
    > >> Douglas County Libraries
    > >> Phillip S. Miller Library
    > >>  100 S. Wilcox Street
    > >>  Castle Rock CO 80104
    > >>  Map
    > >> Direct Phone: (303)688-7646
    > >> Alt Phone: (303) 791-READ
    > >> Fax: (303) 688-7655
    > >> Email: melkins at dclibraries.org
    > >> Web: www.DouglasCountyLibraries.org
    > >> -----Original Message-----
    > >> From: englishlanguage-bounces at nifl.gov
    > >> [mailto:englishlanguage-bounces at nifl.gov<englishlanguage-bounces at nifl.gov?>]
    > On Behalf Of Daphne Greenberg
    > >> Sent: Sunday, April 06, 2008 3:00 PM
    > >> To: englishlanguage at nifl.gov
    > >> Subject: [EnglishLanguage 2254] on-line dictionary with instant sound
    > >>
    > >> ESL is not my area of expertise, so I don't know if this site is good,
    > or
    > >> if
    > >> it is a site that everyone already knows about. A friend of mine
    > >> introduced
    > >> me to a site described as  "An English Pronouncing Dictionary with
    > Instant
    > >> Sound" I tried it out with a few words, and it seemed like a great idea
    > >> for
    > >> learners struggling with pronunciation of specific words. They need to
    > >> have
    > >> some proficiency with English spelling in order to use the site because
    > >> they
    > >> need to write the word in order to hear it pronounced.
    > >>
    > >> The url is:  http://howjsay.com/
    > >>
    > >> I am curious what people on this list think about this site.
    > >>
    > >> Daphne
    > >>
    > >> Daphne Greenberg
    > >> Associate Professor
    > >> Educational Psych. & Special Ed.
    > >> Georgia State University
    > >> P.O. Box 3979
    > >> Atlanta, Georgia 30302-3979
    > >> phone: 404-413-8337
    > >> fax:404-413-8043
    > >> dgreenberg at gsu.edu
    > >>
    > >> Daphne Greenberg
    > >> Associate Director
    > >> Center for the Study of Adult Literacy
    > >> Georgia State University
    > >> P.O. Box 3977
    > >> Atlanta, Georgia 30302-3977
    > >> phone: 404-413-8337
    > >> fax:404-413-8043
    > >> dgreenberg at gsu.edu
    > >> ----------------------------------------------------
    > >> National Institute for Literacy
    > >> Adult English Language Learners mailing list
    > >> EnglishLanguage at nifl.gov
    > >> To unsubscribe or change your subscription settings, please go to
    > >> http://www.nifl.gov/mailman/listinfo/englishlanguage
    > >> Email delivered to melkins at dclibraries.org
    > >>
    > >>
    > >>
    > >> ------------------------------
    > >>
    > >> Message: 2
    > >> Date: Fri, 25 Apr 2008 02:13:32 +0000
    > >> From: Tom Zurinskas <truespel at hotmail.com>
    > >> Subject: [EnglishLanguage 2287] Re: on-line dictionary with instant
    > >>       sound
    > >> To: The Adult English Language Learners Discussion List
    > >>       <englishlanguage at nifl.gov>, cornell Kimble <
    > cornell9 at earthlink.net>
    > >> Message-ID: <BAY135-W4511FA4584E33E80584DDFD3DD0 at phx.gbl>
    > >> Content-Type: text/plain; charset="iso-8859-1"
    > >>
    > >>
    > >> m-w.com is a marvelous dictionary that you can click on to hear words
    > in
    > >> US
    > >> accent.  The only nits I pick are what I call "awe-dropping" where the
    > >> sound
    > >> "awe" is replaced sometimes by "ah".  Click on the word "flaw" to hear
    > it
    > >> correctly (note, the word "awe" is said "ah").  Another nit is that
    > words
    > >> starting with "ex-" are said to be spoken as "ix-" (so example is
    > >> ixample).
    > >> I don't think that is the norm in USA but perhaps UK.
    > >>
    > >> Tom Zurinskas, USA - CT20, TN3, NJ33, FL5+
    > >> See truespel.com - and the 4 truespel books plus "Occasional Poems" at
    > >> authorhouse.com.
    > >>
    > >>
    > >>
    > >>
    > >>
    > >> > From: melkins at dclibraries.org
    > >> > To: englishlanguage at nifl.gov
    > >> > Date: Thu, 24 Apr 2008 11:06:33 -0600
    > >> > Subject: [EnglishLanguage 2286] Re: on-line dictionary with instant
    > >> sound
    > >> >
    > >> > I think it is pretty interesting-
    > >> >
    > >> > My only concern is that it took some time to load the sound- even on
    > my
    > >> > pretty fast computer, AND it has a British accent. Many of my
    > learners
    > >> have
    > >> > complained about media that is British instead of American
    > >> pronunciation.
    > >> >
    > >> > Thank you,
    > >> >
    > >> > Molly Elkins
    > >> > Literacy Specialist
    > >> > Douglas County Libraries
    > >> > Phillip S. Miller Library
    > >> > 100 S. Wilcox Street
    > >> > Castle Rock CO 80104
    > >> > Map
    > >> > Direct Phone: (303)688-7646
    > >> > Alt Phone: (303) 791-READ
    > >> > Fax: (303) 688-7655
    > >> > Email: melkins at dclibraries.org
    > >> > Web: www.DouglasCountyLibraries.org
    > >> > -----Original Message-----
    > >> > From: englishlanguage-bounces at nifl.gov
    > >> > [mailto:englishlanguage-bounces at nifl.gov<englishlanguage-bounces at nifl.gov?>]
    > On Behalf Of Daphne Greenberg
    > >> > Sent: Sunday, April 06, 2008 3:00 PM
    > >> > To: englishlanguage at nifl.gov
    > >> > Subject: [EnglishLanguage 2254] on-line dictionary with instant sound
    > >> >
    > >> > ESL is not my area of expertise, so I don't know if this site is
    > good,
    > >> or
    > >> if
    > >> > it is a site that everyone already knows about. A friend of mine
    > >> introduced
    > >> > me to a site described as "An English Pronouncing Dictionary with
    > >> Instant
    > >> > Sound" I tried it out with a few words, and it seemed like a great
    > idea
    > >> for
    > >> > learners struggling with pronunciation of specific words. They need
    > to
    > >> have
    > >> > some proficiency with English spelling in order to use the site
    > because
    > >> they
    > >> > need to write the word in order to hear it pronounced.
    > >> >
    > >> > The url is: http://howjsay.com/
    > >> >
    > >> > I am curious what people on this list think about this site.
    > >> >
    > >> > Daphne
    > >> >
    > >> > Daphne Greenberg
    > >> > Associate Professor
    > >> > Educational Psych. & Special Ed.
    > >> > Georgia State University
    > >> > P.O. Box 3979
    > >> > Atlanta, Georgia 30302-3979
    > >> > phone: 404-413-8337
    > >> > fax:404-413-8043
    > >> > dgreenberg at gsu.edu
    > >> >
    > >> > Daphne Greenberg
    > >> > Associate Director
    > >> > Center for the Study of Adult Literacy
    > >> > Georgia State University
    > >> > P.O. Box 3977
    > >> > Atlanta, Georgia 30302-3977
    > >> > phone: 404-413-8337
    > >> > fax:404-413-8043
    > >> > dgreenberg at gsu.edu
    > >> > ----------------------------------------------------
    > >> > National Institute for Literacy
    > >> > Adult English Language Learners mailing list
    > >> > EnglishLanguage at nifl.gov
    > >> > To unsubscribe or change your subscription settings, please go to
    > >> > http://www.nifl.gov/mailman/listinfo/englishlanguage
    > >> > Email delivered to melkins at dclibraries.org
    > >> >
    > >> > ----------------------------------------------------
    > >> > National Institute for Literacy
    > >> > Adult English Language Learners mailing list
    > >> > EnglishLanguage at nifl.gov
    > >> > To unsubscribe or change your subscription settings, please go to
    > >> http://www.nifl.gov/mailman/listinfo/englishlanguage
    > >> > Email delivered to truespel at hotmail.com
    > >>
    > >> _________________________________________________________________
    > >> Spell a grand slam in this game where word skill meets World Series.
    > Get
    > >> in
    > >> the game.
    > >>
    > >>
    > http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08
    > >>
    > >> ------------------------------
    > >>
    > >> Message: 3
    > >> Date: Fri, 25 Apr 2008 09:26:53 -0600
    > >> From: "Elkins, Molly (CR)" <melkins at dclibraries.org>
    > >> Subject: [EnglishLanguage 2288] Re: on-line dictionary with instant
    > >>       sound
    > >> To: The Adult English Language Learners Discussion List
    > >>       <englishlanguage at nifl.gov>
    > >> Message-ID: <web-1497724 at bl-208.cluster1.echolabs.net>
    > >> Content-Type: text/plain; charset="us-ascii"
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    > >>
    > >> ------------------------------
    > >>
    > >> ----------------------------------------------------
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    > >> Adult English Language Learners mailing list
    > >> EnglishLanguage at nifl.gov
    > >> To unsubscribe or change your subscription settings, please go to
    > >> http://www.nifl.gov/mailman/listinfo/englishlanguage
    > >>
    > >> End of EnglishLanguage Digest, Vol 31, Issue 16
    > >> ***********************************************
    > >>
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    > >> Adult English Language Learners mailing list
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    > >>
    > > ----------------------------------------------------
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    > > Adult English Language Learners mailing list
    > > EnglishLanguage at nifl.gov
    > > To unsubscribe or change your subscription settings, please go to
    > http://www.nifl.gov/mailman/listinfo/englishlanguage
    > > Email delivered to taklein at austin.rr.com
    >
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    >
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    > EnglishLanguage at nifl.gov
    >
    > To unsubscribe or change your subscription settings, please go to
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    > Email delivered to robinschwarz1 at aol.com
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    Message: 3
    Date: Fri, 2 May 2008 16:57:14 -0400
    From: "Andrea Canter" <lucidpandora at gmail.com>
    Subject: [EnglishLanguage 2302] Re: EnglishLanguage Digest, Vol 32,
           Issue 3
    To: englishlanguage at nifl.gov
    Message-ID:
           <cf11bd530805021357t1c8bdd7dnf0d252a813e8f5f9 at mail.gmail.com>
    Content-Type: text/plain; charset="iso-8859-1"

    Off the cuff, have any of you ever heard of TPRS? The reason I ask is
    because when Robin mentioned studies of neurology, it prompted an idea....
    In the brain research that correlates with TPRS, studies show that the left
    brain makes second language acquisition with the traditional grammar
    study/drilling methods very difficult. The left brain is critical and
    rejects the second vocabulary because it presents as a lie (ex. for years
    the word for 'heart' has been 'heart', so it can't be 'corazon'). By using
    right brain learning methods BEFORE introducing the more left brain methods,
    language acquisition is much easier. I'm afraid my explanation of this
    process might not make much sense, but if you google TPRS right brain, you
    can find better explanations. The reason I bring this up is that I am
    wondering if there is some kind of right brain way of convincing the brain
    that the new way of making sounds is just as valid as the old way. I'm sorry
    if this doesn't make much sense!!

    AC

    On Fri, May 2, 2008 at 4:40 PM, <englishlanguage-request at nifl.gov> wrote:

    > Send EnglishLanguage mailing list submissions to
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    > or, via email, send a message with subject or body 'help' to
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    >        englishlanguage-owner at nifl.gov
    >
    > When replying, please edit your Subject line so it is more specific
    > than "Re: Contents of EnglishLanguage digest..."
    >
    >
    > Today's Topics:
    >
    >   1. [EnglishLanguage 2298] Re: Minimal pairs (robinschwarz1 at aol.com)
    >   2. [EnglishLanguage 2299] Re: EnglishLanguage Digest, Vol 32,
    >      Issue 2 (Andrea Canter)
    >
    >
    > ----------------------------------------------------------------------
    >
    > Message: 1
    > Date: Fri, 02 May 2008 15:46:17 -0400
    > From: robinschwarz1 at aol.com
    > Subject: [EnglishLanguage 2298] Re: Minimal pairs
    > To: englishlanguage at nifl.gov
    > Message-ID: <8CA7AA451B8F675-9C0-1C3B at webmail-dd18.sysops.aol.com>
    > Content-Type: text/plain; charset="us-ascii"
    >
    >
    >  An even better book for minimal pairs is Pronunciation Contrasts in
    > English ( Nilsen & Nilsen) available in both old and new editions at
    > Amazon.com./textbooks.? This book has ONLY minimal pairs of all contrasts in
    > English and each page includes a) a list of languages for which that
    > particular contrast is a problem, b) drawings of the mouth in both positions
    > (actually side views) c) a set of minimal pair sentences with context d) a
    > set of sentences with no context help (e.g. There is a bug/bag on the
    > table.)?? and e) a complete list of all minimal pairs for that contrast.? It
    > is an invaluable teaching resource.? Pronunciation Pairs is a good place to
    > start if you are unfamiliar with the practice of minimal pairs, but it does
    > not go far enough for review and mastery.? Learners typically memorize the
    > contrasting words in the pairsin that book in lightning time, but do not
    > generalize that skill to other pairs, in my experience.
    >
    > I teach minimal pairs for the purpose of phoneme isolation and
    > manipulation (auditory perception) -- a by-product of that instruction is
    > better pronunciation.? I? know there has been discussion here previously
    > about the effectiveness of MPs out of context.? I do both-- a lot of
    > non-contextualized practice and a LOT of contextualized practice, and have
    > always seen a clear improvement--and learners report clear improvement.?
    > Teachers I coach who use this say their learners BEG for this practice. When
    > teachers use this, or I use this approach, I emphasize that it is NOT a
    > vocabulary exercise, but rather an auditory discrimination practice and
    > practice in associating specific sounds with specific spellings.? Students
    > often resist not knowing the meanings, but the minute you include meanings,
    > the listening part goes away.? Different brain pathways are in play.??
    >
    > Bear in mind, however, that neuroscience and many decades of SLA study are
    > clear on the fact that adults will not acquire very accurate pronunciation
    > of foreign sounds because the brain of an adult language learner does not
    > process unfamiliar sounds effectively and does not translate them into
    > speech gestures ( i.e. pronunciation) accurately anymore.?? Thus accents.?
    >
    > An interesting study on adult Japanese showed that adults COULD learn to
    > say L vs r? more accurately in a study environment, but could not generalize
    > the new skill to informal conversation.? Nonetheless, pronunciation experts
    > ARE able to achieve improvement, if not perfection.? There are LOTS of
    > pronunciation aids out there- videos, software, etc--Rosetta Stone has a
    > feature where learners can see a visigraph of what they say compared to a
    > native model.? Learners LOVE this and it apparently helps a LOT.?? I heard a
    > terrific presenter at the ACE of Florida conference last fall who does adult
    > ESL pronunciation improvement. She uses LOTS of minimal pair practice and
    > she emphasized the fact that to achieve improvement, you must do 100%
    > correction.? That is, no error goes unnoticed and uncorrected. This is
    > essentially what the study on Japanese did as well.? Obviously, you must
    > have your learners' buy-in to do that or they will cry in frustration.?? She
    > does it as part of a pronun
    >  ciation improvement course where learners are there precisely to have
    > their speech corrected. ?
    >
    > Mirrors are GREAT, as are "whisperphones"--those devices which look like
    > telephone receivers into which the learner speaks and can hear him or
    > herself saying sounds. Adult learners typically cannot hear that they are
    > not producing the sounds you want them to.??
    >
    > Don't forget as well, that speech pathologists can help a LOT in showing
    > learners how to place tongue and lips for more accurate pronunciation (as
    > long as they do not characterize speech differences that are the result of
    > first language differences as "speech impediments" or speech problems--these
    > are normal speech differences.). ? I have urged for over 20 years that adult
    > ESL should be working more closely with speech pathologists? to help
    > learners hear and pronounce better and to help determine if there really ARE
    > pronunciation problems even in first language.??
    >
    > Robin Lovrien Schwarz
    >
    >
    >
    >
    >
    >
    >
    > -----Original Message-----
    > From: Ted Klein <taklein at austin.rr.com>
    > To: The Adult English Language Learners Discussion List <
    > englishlanguage at nifl.gov>
    > Sent: Fri, 2 May 2008 9:47 am
    > Subject: [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol 31,Issue
    > 18
    >
    >
    >
    >
    >
    >
    >
    >
    >
    >
    >
    >
    >
    >
    >
    >
    > Emma,
    >
    >
    > ?
    >
    >
    > May I suggest that?listening procedures in teaching vowel and
    > consonant contrasts may be more important than pushing students into
    > immediate
    > repetition. A basic principle in phonological exercises of any kind is
    > that
    > listening and identification of sounds is of primary importance
    > before attempting repetition. If a student can't discriminate
    > the differences between two sounds, early attempts to produce them cause
    > the
    > students to hear their own voices and those of other class members
    > nearby,?
    > reinforcing existing problems. Identifying numerically seems to be the
    > easiest
    > and quickest route. If students can't correctly hear the sounds,
    > particularly
    > vowel sounds, they really can't make them. One of the problems with
    > English is
    > that we have more vowel and diphthong sounds than most languages we deal
    > with
    > and they are produced closer together. For example, Spanish has only one
    > high-front vowel sound, that of "piso" and it is between the English beat
    > and
    > bit sounds. I also have found that if we teach minimal pair listening in
    > single
    > words first, they should be followed by minimal sentences and then put
    > into an
    > open environment for speaking practice. Here is a sample exercise?for the
    > same sounds that you gave, in medial position. Notice that consonants
    > after the
    > vowels are different, because of the fact that in English syllable length
    > changes according to the consonants that follow:? beat (short) beef (half
    > long) bead (long) and bees (very long). Try it. Most students have the
    > most
    > problems distinguishing the longer syllables. In Spanish, for example, all
    > syllables remain short. Initial priority should always be given to the
    > ears.
    >
    >
    >
    > ?
    >
    >
    > ?
    >
    >
    >
    >
    > MEDIAL
    > VOWEL EXERCISE-1 & 2-Track 6
    >
    >
    > ?
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > -/i/-1???????????????????????????????????????????????????
    > -/I/-2
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > heat?????????????????????????????????????????????????????
    > hit
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > cease???????????????????????????????????????????????????
    > sis
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > heed????????????????????????????????????????????????????
    > hid
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > keen????????????????????????????????????????????????????
    > kin
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > Lee's???????????????????????????????????????????????????
    > Liz
    >
    >
    > ???????????????????????
    >
    >
    >
    > ???????????????????????????????????
    > bead????????????????????????????????????????????????????
    > bid
    >
    >
    > ?
    >
    >
    > ???????????????????
    > It was a great heat.??????????????????????????????
    > It was a great hit.
    >
    >
    > ?
    >
    >
    > I saw a
    > cease fire?????????????????????????????????
    > I saw sis fire.
    >
    >
    > ?
    >
    >
    > We heed
    > it.??????????????????????????????????????????
    > We hid it.
    >
    >
    > ?
    >
    >
    > They
    > were keen.??????????????????????????????????
    > They were kin.
    >
    >
    > ?
    >
    >
    > It was
    > Lee's.????????????????????????????????????????
    > It was Liz.
    >
    >
    > ?
    >
    >
    > See the
    > bead.??????????????????????????????????????
    > See the bid.
    >
    >
    > ???????????????????????
    >
    >
    >
    > ???????
    > Don't hit it, heat it.
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > Will your sis ever cease?
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > We heed it and they hid it.
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > I'm keen to know her kin.
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > Liz is at Lee's house.
    >
    >
    > ?
    >
    >
    > ???????????????????????????????????
    > We bid on the bead.
    >
    >
    > ?
    >
    >
    >
    > ?
    >
    >
    > Here are the procedures that I use with my students. Vowel numbers are
    > permanent and used to identify sounds all of the time. Beat and bit happen
    > to
    > have the permanent numbers one?and two:??
    >
    >
    > ?
    >
    >
    > ?
    >
    >
    >
    >
    > 1. Put the pairs of words and
    > their identifiers on the marker board. Students are encouraged to copy
    > these
    > words in their notebooks, but are not given copies of the complete
    > exercises.
    > Students are encouraged to tape any exercises in class, rather than
    > practice
    > from the written language. My students receive an audio compact disk of
    > all
    > vowel sounds on their first day.
    >
    >
    > ?
    >
    >
    > 2. The instructor should repeat
    > these pairs of words with numbers both horizontally and vertically for
    > familiarization. Vowel numbers will remain consistent with numbers used in
    > the
    > vowel hatches.
    >
    >
    > ?
    >
    >
    > 3. The instructor will go to the
    > back of the room and call out words at random for the students to identify
    > numerically. This identification exercises can be done as both group and
    > individual exercises.? Example: HIT
    > 2,? HEAT 1, HEAT 1, CEASE? 1, SIS 2, etc. If numerical errors are
    > heard, call out the correct number. When a majority of the students are
    > able to
    > call the numbers correctly, change to double words at random. HEAT HEAT 1,
    > 1,? HIT HEAT? 2, 1,? HIT? HIT 2, 2. HIT HEAT, 2, 1. etc.
    >
    >
    > ?
    >
    >
    > 4. After most of the students are
    > responding accurately to the minimal pairs, switch to the minimal sentence
    > pairs. These sentence
    > exercises should all be performed without written reference. First repeat
    > the sentences while the students listen. Next read the sentences at
    > unpredictable random and have the students identify target words in a
    > sentence
    > environment numerically. This will be more difficult, but will help the
    > students
    > to hear the sounds in a real structural environment. Continue this
    > exercise with
    > the group and with individuals.
    >
    >
    > ?
    >
    >
    > Example:? It was a great heat. (1) It was a great
    > hit (2) It was a great hit (2), etc.
    >
    >
    > ?
    >
    >
    > 5. Finally give the students oral
    > practice with?sentences in which the target sounds are in free
    > environments.? "Don't hit it, heat
    > it." Occasional corrections should be done gently, diplomatically and in
    > good
    > humor. If vowels 1, 3, 8 and 10 sound "flat" students can be instructed on
    > how
    > to make their mouth and throat muscles tense. To strengthen the oral and
    > throat
    > muscles takes time. Tongue twisters, "trabalenguas," which combine or
    > emphasize
    > target sounds, are useful and students often enjoy and memorize them.
    >
    >
    > ?
    >
    >
    > Vowel Numbers:? 1
    > beat??? 2? bit??? 3?
    > bait??? 4? bet??? 5? bat?? 6
    > bot (fly)??? 7?bought???8 boat??
    > 9?book?? 10 boot?? 11. but
    >
    >
    > Diphthong
    > Numbers???
    > 6+2???lied????6+9??
    > loud????? 7+2??? Lloyd?
    >
    >
    > ?
    >
    >
    > Cheers,?? Ted
    >
    >
    > www.tedklein-ESL.com???
    >
    >
    >
    >
    >
    > ?????????????????????????????????????
    >
    >
    >
    >
    >
    >
    > ?
    >
    >
    >
    >
    >
    > ?
    >
    >
    > ----- Original Message -----
    >
    > From: "Emma Bourassa" <ebourassa at tru.ca>
    >
    >
    > To: <englishlanguage at nifl.gov>
    >
    >
    > Sent: Thursday, May 01, 2008 5:41 PM
    >
    >
    > Subject: [EnglishLanguage 2294] Re: EnglishLanguage Digest, Vol 31,Issue
    > 18
    >
    >
    >
    >
    >
    > >I believe it is Pronunciation Pairs that has illustrations,
    > single word and short dialogue practice. For example there might be:
    > >
    > sit? seat
    > > bit? beat
    > >
    > > etc. which is then worked
    > into a conversation:
    > > A: Bea, have a seat.
    > > B: I can eat but
    > can't sit.
    > > A: Sit in the seat, and eat your meat.
    > > B: No, I
    > need to knit.
    > > sorta silly but they do work for slow practice of moving
    > the mouth and tongue around.
    > > Pictures with mirrors so students can
    > watch themselves works well.
    > > e
    > >
    > > Emma Bourassa
    > >
    > English as a Second or Additional Language/ Teaching English as a Second
    > Language Instructor
    > > ESL Department
    > > Thompson Rivers
    > University
    > > 900 McGill Road. P.O. Box 3010
    > > Kamloops, B.C. V2C
    > 5N3
    > > (250) 371-5895
    > > fax 371-5514
    > > ebourassa at tru.ca
    > >
    > >>>>
    >
    > > From: Andrea Canter <lucidpandora at gmail.com>
    > > To:
    > <englishlanguage at nifl.gov>
    > >
    > Date: 29/04/2008 12:03 pm
    > > Subject: [EnglishLanguage 2292] Re:
    > EnglishLanguage Digest, Vol 31, Issue 18
    > >
    > > Jenny,
    > >
    >
    > > Eek! That's the issue I'm coming up against soon. The way I've been
    > doing it
    > > works with the roman alphabet (and easiest with just one native
    > language in
    > > the group). I have this book that has Spanish translations
    > of English
    > > vocabulary words. Then it has the pronunciation of the word
    > spelled out in
    > > Spanish phonetics. I just borrow those phonetics for any
    > word I come across:
    > > (ex. Raise your hand = reiz yor jand). Sometimes
    > there isn't a sound in
    > > Spanish that quite matches the one in English and
    > I have to wrk around it
    > > (ex. the word 'sit'.... there isn't anything in
    > Spanish that sounds like the
    > > 'i' in that word.... I told my class it
    > sounds some where between 'eh' and
    > > 'ee' and they got it).
    > >
    >
    > > The thing with non-Roman alphabets is unless you speak the language,
    > it
    > > would be quite a task to do it that way. Then if you have people
    > with
    > > differing languages, it would be even worse. If all the people in
    > your class
    > > know the Roman alphabet, then I have a link to a website that
    > has books and
    > > workshops on a unique system to teach pronunciation with.
    > I haven't tried
    > > the method, but it looks really cool. Let me know if you
    > want the address.
    > > Hope this (any of it) helps!
    > >
    > >
    > Andrea
    > >
    > > On Tue, Apr 29, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
    > wrote:
    > >
    > >> Send EnglishLanguage mailing list submissions
    > to
    > >>??????? englishlanguage at nifl.gov
    >
    > >>
    > >> To subscribe or unsubscribe via the World Wide Web,
    > visit
    > >>??????? http://www.nifl.gov/mailman/listinfo/englishlanguage
    >
    > >> or, via email, send a message with subject or body 'help'
    > to
    > >>??????? englishlanguage-request at nifl.gov
    >
    > >>
    > >> You can reach the person managing the list
    > at
    > >>??????? englishlanguage-owner at nifl.gov
    >
    > >>
    > >> When replying, please edit your Subject line so it is
    > more specific
    > >> than "Re: Contents of EnglishLanguage
    > digest..."
    > >>
    > >>
    > >> Today's
    > Topics:
    > >>
    > >>?? 1. [EnglishLanguage 2291]?
    > computerless ESL instruction
    > >>????? (Jenny
    > Hubler)
    > >>
    > >>
    > >>
    > ----------------------------------------------------------------------
    > >>
    > >>
    > Message: 1
    > >> Date: Mon, 28 Apr 2008 08:57:35 -0500
    > >> From:
    > "Jenny Hubler" <JHubler at womenscenter.info>
    > >>
    > Subject: [EnglishLanguage 2291]? computerless ESL instruction
    > >>
    > To: "'The Adult English Language Learners Discussion
    > List'"
    > >>??????? <englishlanguage at nifl.gov>
    > >>
    > Message-ID: <001a01c8a937$d1da28d0$d600a8c0 at womenscenter.info>
    > >>
    > Content-Type: text/plain; charset="us-ascii"
    > >>
    > >>
    > Andrea:
    > >>
    > >>
    > >>
    > >> Could you give more
    > details about how you teach pronunciation to speakers
    > >> of
    > >>
    > other languages? We have many Latinos, also some Koreans and a
    > student
    > >> from
    > >>
    > Sudan.
    > >>
    > >>
    > >>
    > >>
    > Jenny
    > >>
    > >> The Women's Center of Tarrant County,
    > TX
    > >>
    > >>
    > >>
    > >>?
    > _____
    > >>
    > >> From: englishlanguage-bounces at nifl.gov
    >
    > >> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Andrea
    > Canter
    > >> Sent: Friday, April 25, 2008 3:58 PM
    > >> To: englishlanguage at nifl.gov
    > >>
    > Subject: [EnglishLanguage 2290] Re: EnglishLanguage Digest, Vol 31,
    > Issue
    > >> 16
    > >>
    > >>
    > >>
    > >> This is a
    > neat concept, but if you're like me and teach adults in venues
    > >>
    > without computers there needs to be something else. Since my class
    > is
    > >> entirely Hispanic, I use Spanish phonics to help. For some sounds
    > I have
    > >> to
    > >> go into further explanation because there is
    > no Spanish equivalent, but
    > >> for
    > >> the most part it
    > translates. This has worked SO well!! They have near
    > >> perfect
    > pronunciation instantly!! I'm getting ready to start a class with
    > >>
    > people from all over the world now. I have no idea how to address
    > the
    > >> issue
    > >> with them- any
    > suggestions??
    > >>
    > >> On Fri, Apr 25, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
    > >>
    > wrote:
    > >>
    > >> Send EnglishLanguage mailing list submissions
    > to
    > >>?????? englishlanguage at nifl.gov
    >
    > >>
    > >> To subscribe or unsubscribe via the World Wide Web,
    > visit
    > >>?????? http://www.nifl.gov/mailman/listinfo/englishlanguage
    >
    > >> or, via email, send a message with subject or body 'help'
    > to
    > >>?????? englishlanguage-request at nifl.gov
    >
    > >>
    > >> You can reach the person managing the list
    > at
    > >>?????? englishlanguage-owner at nifl.gov
    >
    > >>
    > >> When replying, please edit your Subject line so it is
    > more specific
    > >> than "Re: Contents of EnglishLanguage
    > digest..."
    > >>
    > >>
    > >> Today's
    > Topics:
    > >>
    > >>? 1. [EnglishLanguage 2286] Re: on-line
    > dictionary with instant
    > >>???? sound (Molly
    > Elkins)
    > >>? 2. [EnglishLanguage 2287] Re: on-line dictionary with
    > instant
    > >>???? sound (Tom
    > Zurinskas)
    > >>? 3. [EnglishLanguage 2288] Re: on-line dictionary
    > with instant
    > >>???? sound (Elkins, Molly
    > (CR))
    > >>
    > >>
    > >>
    > ----------------------------------------------------------------------
    > >>
    > >>
    > Message: 1
    > >> Date: Thu, 24 Apr 2008 11:06:33 -0600
    > >> From:
    > "Molly Elkins" <melkins at dclibraries.org>
    > >>
    > Subject: [EnglishLanguage 2286] Re: on-line dictionary with
    > instant
    > >>?????? sound
    > >> To:
    > "'The Adult English Language Learners Discussion
    > List'"
    > >>?????? <englishlanguage at nifl.gov>
    > >>
    > Message-ID: <004f01c8a62d$8c7cafe0$be070a0a at dpld.org>
    > >>
    > Content-Type: text/plain;??????
    > charset="us-ascii"
    > >>
    > >> I think it is pretty
    > interesting-
    > >>
    > >> My only concern is that it took some time
    > to load the sound- even on my
    > >> pretty fast computer, AND it has a
    > British accent. Many of my learners
    > >> have
    > >> complained
    > about media that is British instead of American
    > pronunciation.
    > >>
    > >> Thank you,
    > >>
    > >> Molly
    > Elkins
    > >> Literacy Specialist
    > >> Douglas County
    > Libraries
    > >> Phillip S. Miller Library
    > >>? 100 S. Wilcox
    > Street
    > >>? Castle Rock CO 80104
    > >>? Map
    > >>
    > Direct Phone: (303)688-7646
    > >> Alt Phone: (303) 791-READ
    > >>
    > Fax: (303) 688-7655
    > >> Email: melkins at dclibraries.org
    > >>
    > Web: www.DouglasCountyLibraries.org
    >
    > >> -----Original Message-----
    > >> From: englishlanguage-bounces at nifl.gov
    >
    > >> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Daphne
    > Greenberg
    > >> Sent: Sunday, April 06, 2008 3:00 PM
    > >> To: englishlanguage at nifl.gov
    > >>
    > Subject: [EnglishLanguage 2254] on-line dictionary with instant
    > sound
    > >>
    > >> ESL is not my area of expertise, so I don't know
    > if this site is good, or
    > >> if
    > >> it is a site that everyone
    > already knows about. A friend of mine
    > >> introduced
    > >> me to a
    > site described as? "An English Pronouncing Dictionary with
    > Instant
    > >> Sound" I tried it out with a few words, and it seemed like a
    > great idea
    > >> for
    > >> learners struggling with pronunciation of
    > specific words. They need to
    > >> have
    > >> some proficiency with
    > English spelling in order to use the site because
    > >> they
    > >>
    > need to write the word in order to hear it pronounced.
    > >>
    > >>
    > The url is:? http://howjsay.com/
    >
    > >>
    > >> I am curious what people on this list think about this
    > site.
    > >>
    > >> Daphne
    > >>
    > >> Daphne
    > Greenberg
    > >> Associate Professor
    > >> Educational Psych. &
    > Special Ed.
    > >> Georgia State University
    > >> P.O. Box
    > 3979
    > >> Atlanta, Georgia 30302-3979
    > >> phone:
    > 404-413-8337
    > >> fax:404-413-8043
    > >> dgreenberg at gsu.edu
    > >>
    > >>
    > Daphne Greenberg
    > >> Associate Director
    > >> Center for the Study
    > of Adult Literacy
    > >> Georgia State University
    > >> P.O. Box
    > 3977
    > >> Atlanta, Georgia 30302-3977
    > >> phone:
    > 404-413-8337
    > >> fax:404-413-8043
    > >> dgreenberg at gsu.edu
    > >>
    > ----------------------------------------------------
    > >> National
    > Institute for Literacy
    > >> Adult English Language Learners mailing
    > list
    > >> EnglishLanguage at nifl.gov
    > >>
    > To unsubscribe or change your subscription settings, please go to
    > >> http://www.nifl.gov/mailman/listinfo/englishlanguage
    >
    > >> Email delivered to melkins at dclibraries.org
    >
    > >>
    > >>
    > >>
    > >>
    > ------------------------------
    > >>
    > >> Message: 2
    > >>
    > Date: Fri, 25 Apr 2008 02:13:32 +0000
    > >> From: Tom Zurinskas <truespel at hotmail.com>
    > >>
    > Subject: [EnglishLanguage 2287] Re: on-line dictionary with
    > instant
    > >>?????? sound
    > >> To:
    > The Adult English Language Learners Discussion
    > List
    > >>?????? <englishlanguage at nifl.gov>, cornell
    > Kimble <cornell9 at earthlink.net>
    > >>
    > Message-ID: <BAY135-W4511FA4584E33E80584DDFD3DD0 at phx.gbl>
    > >>
    > Content-Type: text/plain;
    > charset="iso-8859-1"
    > >>
    > >>
    > >> m-w.com is a marvelous
    > dictionary that you can click on to hear words in
    > >> US
    > >>
    > accent.? The only nits I pick are what I call "awe-dropping" where
    > the
    > >> sound
    > >> "awe" is replaced sometimes by "ah".?
    > Click on the word "flaw" to hear it
    > >> correctly (note, the word "awe"
    > is said "ah").? Another nit is that words
    > >> starting with "ex-"
    > are said to be spoken as "ix-" (so example is
    > >> ixample).
    > >>
    > I don't think that is the norm in USA but perhaps UK.
    > >>
    > >>
    > Tom Zurinskas, USA - CT20, TN3, NJ33, FL5+
    > >> See truespel.com - and
    > the 4 truespel books plus "Occasional Poems" at
    > >>
    > authorhouse.com.
    > >>
    > >>
    > >>
    > >>
    > >>
    > >>
    > > From: melkins at dclibraries.org
    >
    > >> > To: englishlanguage at nifl.gov
    > >>
    > > Date: Thu, 24 Apr 2008 11:06:33 -0600
    > >> > Subject:
    > [EnglishLanguage 2286] Re: on-line dictionary with instant
    > >>
    > sound
    > >> >
    > >> > I think it is pretty
    > interesting-
    > >> >
    > >> > My only concern is that it took
    > some time to load the sound- even on my
    > >> > pretty fast computer,
    > AND it has a British accent. Many of my learners
    > >> have
    > >>
    > > complained about media that is British instead of American
    > >>
    > pronunciation.
    > >> >
    > >> > Thank you,
    > >>
    > >
    > >> > Molly Elkins
    > >> > Literacy
    > Specialist
    > >> > Douglas County Libraries
    > >> > Phillip S.
    > Miller Library
    > >> > 100 S. Wilcox Street
    > >> > Castle
    > Rock CO 80104
    > >> > Map
    > >> > Direct Phone:
    > (303)688-7646
    > >> > Alt Phone: (303) 791-READ
    > >> > Fax:
    > (303) 688-7655
    > >> > Email: melkins at dclibraries.org
    > >>
    > > Web: www.DouglasCountyLibraries.org
    >
    > >> > -----Original Message-----
    > >> > From: englishlanguage-bounces at nifl.gov
    >
    > >> > [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Daphne
    > Greenberg
    > >> > Sent: Sunday, April 06, 2008 3:00 PM
    > >> >
    > To: englishlanguage at nifl.gov
    >
    > >> > Subject: [EnglishLanguage 2254] on-line dictionary with
    > instant sound
    > >> >
    > >> > ESL is not my area of expertise,
    > so I don't know if this site is good,
    > >> or
    > >> if
    > >>
    > > it is a site that everyone already knows about. A friend of
    > mine
    > >> introduced
    > >> > me to a site described as "An
    > English Pronouncing Dictionary with
    > >> Instant
    > >> > Sound"
    > I tried it out with a few words, and it seemed like a great idea
    > >>
    > for
    > >> > learners struggling with pronunciation of specific words.
    > They need to
    > >> have
    > >> > some proficiency with English
    > spelling in order to use the site because
    > >> they
    > >> > need
    > to write the word in order to hear it pronounced.
    > >> >
    > >>
    > > The url is: http://howjsay.com/
    >
    > >> >
    > >> > I am curious what people on this list think
    > about this site.
    > >> >
    > >> > Daphne
    > >>
    > >
    > >> > Daphne Greenberg
    > >> > Associate
    > Professor
    > >> > Educational Psych. & Special Ed.
    > >> >
    > Georgia State University
    > >> > P.O. Box 3979
    > >> >
    > Atlanta, Georgia 30302-3979
    > >> > phone: 404-413-8337
    > >>
    > > fax:404-413-8043
    > >> > dgreenberg at gsu.edu
    > >>
    > >
    > >> > Daphne Greenberg
    > >> > Associate
    > Director
    > >> > Center for the Study of Adult Literacy
    > >>
    > > Georgia State University
    > >> > P.O. Box 3977
    > >> >
    > Atlanta, Georgia 30302-3977
    > >> > phone: 404-413-8337
    > >>
    > > fax:404-413-8043
    > >> > dgreenberg at gsu.edu
    > >> >
    > ----------------------------------------------------
    > >> > National
    > Institute for Literacy
    > >> > Adult English Language Learners mailing
    > list
    > >> > EnglishLanguage at nifl.gov
    > >>
    > > To unsubscribe or change your subscription settings, please go
    > to
    > >> > http://www.nifl.gov/mailman/listinfo/englishlanguage
    >
    > >> > Email delivered to melkins at dclibraries.org
    > >>
    > >
    > >> >
    > ----------------------------------------------------
    > >> > National
    > Institute for Literacy
    > >> > Adult English Language Learners mailing
    > list
    > >> > EnglishLanguage at nifl.gov
    > >>
    > > To unsubscribe or change your subscription settings, please go
    > to
    > >> http://www.nifl.gov/mailman/listinfo/englishlanguage
    >
    > >> > Email delivered to truespel at hotmail.com
    >
    > >>
    > >>
    > _________________________________________________________________
    > >>
    > Spell a grand slam in this game where word skill meets World Series.
    > Get
    > >> in
    > >> the game.
    > >>
    > >>
    > http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08
    >
    > >>
    > >> ------------------------------
    > >>
    > >>
    > Message: 3
    > >> Date: Fri, 25 Apr 2008 09:26:53 -0600
    > >> From:
    > "Elkins, Molly (CR)" <melkins at dclibraries.org>
    > >>
    > Subject: [EnglishLanguage 2288] Re: on-line dictionary with
    > instant
    > >>?????? sound
    > >> To:
    > The Adult English Language Learners Discussion
    > List
    > >>?????? <englishlanguage at nifl.gov>
    > >>
    > Message-ID: <web-1497724 at bl-208.cluster1.echolabs.net>
    > >>
    > Content-Type: text/plain; charset="us-ascii"
    > >>
    > >> An HTML
    > attachment was scrubbed...
    > >> URL:
    > >>
    > >>
    > http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/
    >
    > >> attachment-0001.html<
    > http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/attachment-0001.html
    > >
    > >>
    > >>
    > ------------------------------
    > >>
    > >>
    > ----------------------------------------------------
    > >> National
    > Institute for Literacy
    > >> Adult English Language Learners mailing
    > list
    > >> EnglishLanguage at nifl.gov
    > >>
    > To unsubscribe or change your subscription settings, please go to
    > >> http://www.nifl.gov/mailman/listinfo/englishlanguage
    >
    > >>
    > >> End of EnglishLanguage Digest, Vol 31, Issue
    > 16
    > >>
    > ***********************************************
    > >>
    > >>
    > >>
    > >>
    > -------------- next part --------------
    > >> An HTML attachment was
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    > >>
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    >
    > >>
    > >> ------------------------------
    > >>
    > >>
    > ----------------------------------------------------
    > >> National
    > Institute for Literacy
    > >> Adult English Language Learners mailing
    > list
    > >> EnglishLanguage at nifl.gov
    > >>
    > To unsubscribe or change your subscription settings, please go to
    > >> http://www.nifl.gov/mailman/listinfo/englishlanguage
    >
    > >>
    > >> End of EnglishLanguage Digest, Vol 31, Issue
    > 18
    > >>
    > ***********************************************
    > >>
    > >
    > ----------------------------------------------------
    > > National Institute
    > for Literacy
    > > Adult English Language Learners mailing list
    > > EnglishLanguage at nifl.gov
    > > To
    > unsubscribe or change your subscription settings, please go to
    > http://www.nifl.gov/mailman/listinfo/englishlanguage
    > >
    > Email delivered to taklein at austin.rr.com
    >
    >
    >
    >
    >
    >
    > ----------------------------------------------------
    > National Institute for Literacy
    > Adult English Language Learners mailing list
    > EnglishLanguage at nifl.gov
    > To unsubscribe or change your subscription settings, please go to
    > http://www.nifl.gov/mailman/listinfo/englishlanguage
    > Email delivered to robinschwarz1 at aol.com
    >
    >
    >
    >
    >
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    >
    > ------------------------------
    >
    > Message: 2
    > Date: Fri, 2 May 2008 16:14:05 -0400
    > From: "Andrea Canter" <lucidpandora at gmail.com>
    > Subject: [EnglishLanguage 2299] Re: EnglishLanguage Digest, Vol 32,
    >        Issue 2
    > To: englishlanguage at nifl.gov
    > Message-ID:
    >        <cf11bd530805021314s39a36d02v2f74b61d4ec24a0a at mail.gmail.com>
    > Content-Type: text/plain; charset="iso-8859-1"
    >
    > Ted,
    >
    > I just want to say that this is brilliant. I never thought about the fact
    > that the same vowel sound is made longer by the following consonant (and
    > that Spanish doesn't have this phenomenon). That explains so much and is
    > such a help! I also like the tongue twister idea- logic should have told
    > me
    > that to produce these sounds, the muscles need to be strengthened. I
    > really
    > want to use your method, but I'm not sure how to explain the exercises to
    > my
    > students. Do you have any suggestions?
    >
    > AC
    >
    >
    > On Fri, May 2, 2008 at 3:25 PM, <englishlanguage-request at nifl.gov> wrote:
    >
    > > Send EnglishLanguage mailing list submissions to
    > >        englishlanguage at nifl.gov
    > >
    > > To subscribe or unsubscribe via the World Wide Web, visit
    > >        http://www.nifl.gov/mailman/listinfo/englishlanguage
    > > or, via email, send a message with subject or body 'help' to
    > >        englishlanguage-request at nifl.gov
    > >
    > > You can reach the person managing the list at
    > >        englishlanguage-owner at nifl.gov
    > >
    > > When replying, please edit your Subject line so it is more specific
    > > than "Re: Contents of EnglishLanguage digest..."
    > >
    > >
    > > Today's Topics:
    > >
    > >   1. [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol
    > >      31,Issue 18 (Ted Klein)
    > >   2. [EnglishLanguage 2296] Re: EnglishLanguage Digest, Vol 32,
    > >      Issue 1 (Andrea Canter)
    > >   3. [EnglishLanguage 2297] Re: EnglishLanguage Digest, Vol 32,
    > >      Issue 1 (Marcos Valle)
    > >
    > >
    > > ----------------------------------------------------------------------
    > >
    > > Message: 1
    > > Date: Fri, 2 May 2008 09:47:01 -0500
    > > From: "Ted Klein" <taklein at austin.rr.com>
    > > Subject: [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol
    > >        31,Issue 18
    > > To: "The Adult English Language Learners Discussion List"
    > >        <englishlanguage at nifl.gov>
    > > Message-ID: <001101c8ac63$61b857f0$0202a8c0 at your4dacd0ea75>
    > > Content-Type: text/plain; charset="iso-8859-1"
    > >
    > > Emma,
    > >
    > > May I suggest that listening procedures in teaching vowel and consonant
    > > contrasts may be more important than pushing students into immediate
    > > repetition. A basic principle in phonological exercises of any kind is
    > that
    > > listening and identification of sounds is of primary importance before
    > > attempting repetition. If a student can't discriminate the differences
    > > between two sounds, early attempts to produce them cause the students to
    > > hear their own voices and those of other class members nearby,
    >  reinforcing
    > > existing problems. Identifying numerically seems to be the easiest and
    > > quickest route. If students can't correctly hear the sounds,
    > particularly
    > > vowel sounds, they really can't make them. One of the problems with
    > English
    > > is that we have more vowel and diphthong sounds than most languages we
    > deal
    > > with and they are produced closer together. For example, Spanish has
    > only
    > > one high-front vowel sound, that of "piso" and it is between the English
    > > beat and bit sounds. I also have found
    > >  that if we teach minimal pair listening in single words first, they
    > > should be followed by minimal sentences and then put into an open
    > > environment for speaking practice. Here is a sample exercise for the
    > same
    > > sounds that you gave, in medial position. Notice that consonants after
    > the
    > > vowels are different, because of the fact that in English syllable
    > length
    > > changes according to the consonants that follow:  beat (short) beef
    > (half
    > > long) bead (long) and bees (very long). Try it. Most students have the
    > most
    > > problems distinguishing the longer syllables. In Spanish, for example,
    > all
    > > syllables remain short. Initial priority should always be given to the
    > ears.
    > >
    > >
    > > MEDIAL VOWEL EXERCISE-1 & 2-Track 6
    > >
    > >
    > >
    > >
    > >
    > >                                    -/i/-1
    > >                    -/I/-2
    > >
    > >
    > >
    > >                                    heat
    > >                    hit
    > >
    > >
    > >
    > >                                    cease
    > >                  sis
    > >
    > >
    > >
    > >                                    heed
    > >                   hid
    > >
    > >
    > >
    > >                                    keen
    > >                   kin
    > >
    > >
    > >
    > >                                    Lee's
    > >                  Liz
    > >
    > >
    > >
    > >                                    bead
    > >                   bid
    > >
    > >
    > >
    > >                    It was a great heat.                               It
    > > was a great hit.
    > >
    > >
    > >
    > > I saw a cease fire                                  I saw sis fire.
    > >
    > >
    > >
    > > We heed it.                                           We hid it.
    > >
    > >
    > >
    > > They were keen.                                   They were kin.
    > >
    > >
    > >
    > > It was Lee's.                                         It was Liz.
    > >
    > >
    > >
    > > See the bead.                                       See the bid.
    > >
    > >
    > >
    > >        Don't hit it, heat it.
    > >
    > >
    > >
    > >                                    Will your sis ever cease?
    > >
    > >
    > >
    > >                                    We heed it and they hid it.
    > >
    > >
    > >
    > >                                    I'm keen to know her kin.
    > >
    > >
    > >
    > >                                    Liz is at Lee's house.
    > >
    > >
    > >
    > >                                    We bid on the bead.
    > >
    > >
    > >
    > >
    > > Here are the procedures that I use with my students. Vowel numbers are
    > > permanent and used to identify sounds all of the time. Beat and bit
    > happen
    > > to have the permanent numbers one and two:
    > >
    > >
    > > 1. Put the pairs of words and their identifiers on the marker board.
    > > Students are encouraged to copy these words in their notebooks, but are
    > not
    > > given copies of the complete exercises. Students are encouraged to tape
    > any
    > > exercises in class, rather than practice from the written language. My
    > > students receive an audio compact disk of all vowel sounds on their
    > first
    > > day.
    > >
    > >
    > >
    > > 2. The instructor should repeat these pairs of words with numbers both
    > > horizontally and vertically for familiarization. Vowel numbers will
    > remain
    > > consistent with numbers used in the vowel hatches.
    > >
    > >
    > >
    > > 3. The instructor will go to the back of the room and call out words at
    > > random for the students to identify numerically. This identification
    > > exercises can be done as both group and individual exercises.  Example:
    > HIT
    > > 2,  HEAT 1, HEAT 1, CEASE  1, SIS 2, etc. If numerical errors are heard,
    > > call out the correct number. When a majority of the students are able to
    > > call the numbers correctly, change to double words at random. HEAT HEAT
    > 1,
    > > 1,  HIT HEAT  2, 1,  HIT  HIT 2, 2. HIT HEAT, 2, 1. etc.
    > >
    > >
    > >
    > > 4. After most of the students are responding accurately to the minimal
    > > pairs, switch to the minimal sentence pairs. These sentence exercises
    > should
    > > all be performed without written reference. First repeat the sentences
    > while
    > > the students listen. Next read the sentences at unpredictable random and
    > > have the students identify target words in a sentence environment
    > > numerically. This will be more difficult, but will help the students to
    > hear
    > > the sounds in a real structural environment. Continue this exercise with
    > the
    > > group and with individuals.
    > >
    > >
    > >
    > > Example:  It was a great heat. (1) It was a great hit (2) It was a great
    > > hit (2), etc.
    > >
    > >
    > >
    > > 5. Finally give the students oral practice with sentences in which the
    > > target sounds are in free environments.  "Don't hit it, heat it."
    > Occasional
    > > corrections should be done gently, diplomatically and in good humor. If
    > > vowels 1, 3, 8 and 10 sound "flat" students can be instructed on how to
    > make
    > > their mouth and throat muscles tense. To strengthen the oral and throat
    > > muscles takes time. Tongue twisters, "trabalenguas," which combine or
    > > emphasize target sounds, are useful and students often enjoy and
    > memorize
    > > them.
    > >
    > >
    > >
    > > Vowel Numbers:  1 beat    2  bit    3  bait    4  bet    5  bat   6 bot
    > > (fly)    7 bought   8 boat   9 book   10 boot   11. but
    > >
    > > Diphthong Numbers    6+2   lied    6+9   loud      7+2    Lloyd
    > >
    > >
    > >
    > > Cheers,   Ted
    > >
    > > www.tedklein-ESL.com
    > >
    > >
    > >
    > >
    > >
    > >
    > >
    > >
    > > ----- Original Message -----
    > > From: "Emma Bourassa" <ebourassa at tru.ca>
    > > To: <englishlanguage at nifl.gov>
    > > Sent: Thursday, May 01, 2008 5:41 PM
    > > Subject: [EnglishLanguage 2294] Re: EnglishLanguage Digest, Vol 31,Issue
    > > 18
    > >
    > >
    > > >I believe it is Pronunciation Pairs that has illustrations, single word
    > > and short dialogue practice. For example there might be:
    > > > sit  seat
    > > > bit  beat
    > > >
    > > > etc. which is then worked into a conversation:
    > > > A: Bea, have a seat.
    > > > B: I can eat but can't sit.
    > > > A: Sit in the seat, and eat your meat.
    > > > B: No, I need to knit.
    > > > sorta silly but they do work for slow practice of moving the mouth and
    > > tongue around.
    > > > Pictures with mirrors so students can watch themselves works well.
    > > > e
    > > >
    > > > Emma Bourassa
    > > > English as a Second or Additional Language/ Teaching English as a
    > Second
    > > Language Instructor
    > > > ESL Department
    > > > Thompson Rivers University
    > > > 900 McGill Road. P.O. Box 3010
    > > > Kamloops, B.C. V2C 5N3
    > > > (250) 371-5895
    > > > fax 371-5514
    > > > ebourassa at tru.ca
    > > >
    > > >>>>
    > > > From: Andrea Canter <lucidpandora at gmail.com>
    > > > To: <englishlanguage at nifl.gov>
    > > > Date: 29/04/2008 12:03 pm
    > > > Subject: [EnglishLanguage 2292] Re: EnglishLanguage Digest, Vol 31,
    > > Issue 18
    > > >
    > > > Jenny,
    > > >
    > > > Eek! That's the issue I'm coming up against soon. The way I've been
    > > doing it
    > > > works with the roman alphabet (and easiest with just one native
    > language
    > > in
    > > > the group). I have this book that has Spanish translations of English
    > > > vocabulary words. Then it has the pronunciation of the word spelled
    > out
    > > in
    > > > Spanish phonetics. I just borrow those phonetics for any word I come
    > > across:
    > > > (ex. Raise your hand = reiz yor jand). Sometimes there isn't a sound
    > in
    > > > Spanish that quite matches the one in English and I have to wrk around
    > > it
    > > > (ex. the word 'sit'.... there isn't anything in Spanish that sounds
    > like
    > > the
    > > > 'i' in that word.... I told my class it sounds some where between 'eh'
    > > and
    > > > 'ee' and they got it).
    > > >
    > > > The thing with non-Roman alphabets is unless you speak the language,
    > it
    > > > would be quite a task to do it that way. Then if you have people with
    > > > differing languages, it would be even worse. If all the people in your
    > > class
    > > > know the Roman alphabet, then I have a link to a website that has
    > books
    > > and
    > > > workshops on a unique system to teach pronunciation with. I haven't
    > > tried
    > > > the method, but it looks really cool. Let me know if you want the
    > > address.
    > > > Hope this (any of it) helps!
    > > >
    > > > Andrea
    > > >
    > > > On Tue, Apr 29, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
    > > wrote:
    > > >
    > > >> Send EnglishLanguage mailing list submissions to
    > > >>        englishlanguage at nifl.gov
    > > >>
    > > >> To subscribe or unsubscribe via the World Wide Web, visit
    > > >>        http://www.nifl.gov/mailman/listinfo/englishlanguage
    > > >> or, via email, send a message with subject or body 'help' to
    > > >>        englishlanguage-request at nifl.gov
    > > >>
    > > >> You can reach the person managing the list at
    > > >>        englishlanguage-owner at nifl.gov
    > > >>
    > > >> When replying, please edit your Subject line so it is more specific
    > > >> than "Re: Contents of EnglishLanguage digest..."
    > > >>
    > > >>
    > > >> Today's Topics:
    > > >>
    > > >>   1. [EnglishLanguage 2291]  computerless ESL instruction
    > > >>      (Jenny Hubler)
    > > >>
    > > >>
    > > >>
    > ----------------------------------------------------------------------
    > > >>
    > > >> Message: 1
    > > >> Date: Mon, 28 Apr 2008 08:57:35 -0500
    > > >> From: "Jenny Hubler" <JHubler at womenscenter.info>
    > > >> Subject: [EnglishLanguage 2291]  computerless ESL instruction
    > > >> To: "'The Adult English Language Learners Discussion List'"
    > > >>        <englishlanguage at nifl.gov>
    > > >> Message-ID: <001a01c8a937$d1da28d0$d600a8c0 at womenscenter.info>
    > > >> Content-Type: text/plain; charset="us-ascii"
    > > >>
    > > >> Andrea:
    > > >>
    > > >>
    > > >>
    > > >> Could you give more details about how you teach pronunciation to
    > > speakers
    > > >> of
    > > >> other languages? We have many Latinos, also some Koreans and a
    > student
    > > >> from
    > > >> Sudan.
    > > >>
    > > >>
    > > >>
    > > >> Jenny
    > > >>
    > > >> The Women's Center of Tarrant County, TX
    > > >>
    > > >>
    > > >>
    > > >>  _____
    > > >>
    > > >> From: englishlanguage-bounces at nifl.gov
    > > >> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Andrea Canter
    > > >> Sent: Friday, April 25, 2008 3:58 PM
    > > >> To: englishlanguage at nifl.gov
    > > >> Subject: [EnglishLanguage 2290] Re: EnglishLanguage Digest, Vol 31,
    > > Issue
    > > >> 16
    > > >>
    > > >>
    > > >>
    > > >> This is a neat concept, but if you're like me and teach adults in
    > > venues
    > > >> without computers there needs to be something else. Since my class is
    > > >> entirely Hispanic, I use Spanish phonics to help. For some sounds I
    > > have
    > > >> to
    > > >> go into further explanation because there is no Spanish equivalent,
    > but
    > > >> for
    > > >> the most part it translates. This has worked SO well!! They have near
    > > >> perfect pronunciation instantly!! I'm getting ready to start a class
    > > with
    > > >> people from all over the world now. I have no idea how to address the
    > > >> issue
    > > >> with them- any suggestions??
    > > >>
    > > >> On Fri, Apr 25, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
    > > >> wrote:
    > > >>
    > > >> Send EnglishLanguage mailing list submissions to
    > > >>       englishlanguage at nifl.gov
    > > >>
    > > >> To subscribe or unsubscribe via the World Wide Web, visit
    > > >>       http://www.nifl.gov/mailman/listinfo/englishlanguage
    > > >> or, via email, send a message with subject or body 'help' to
    > > >>       englishlanguage-request at nifl.gov
    > > >>
    > > >> You can reach the person managing the list at
    > > >>       englishlanguage-owner at nifl.gov
    > > >>
    > > >> When replying, please edit your Subject line so it is more specific
    > > >> than "Re: Contents of EnglishLanguage digest..."
    > > >>
    > > >>
    > > >> Today's Topics:
    > > >>
    > > >>  1. [EnglishLanguage 2286] Re: on-line dictionary with instant
    > > >>     sound (Molly Elkins)
    > > >>  2. [EnglishLanguage 2287] Re: on-line dictionary with instant
    > > >>     sound (Tom Zurinskas)
    > > >>  3. [EnglishLanguage 2288] Re: on-line dictionary with instant
    > > >>     sound (Elkins, Molly (CR))
    > > >>
    > > >>
    > > >>
    > ----------------------------------------------------------------------
    > > >>
    > > >> Message: 1
    > > >> Date: Thu, 24 Apr 2008 11:06:33 -0600
    > > >> From: "Molly Elkins" <melkins at dclibraries.org>
    > > >> Subject: [EnglishLanguage 2286] Re: on-line dictionary with instant
    > > >>       sound
    > > >> To: "'The Adult English Language Learners Discussion List'"
    > > >>       <englishlanguage at nifl.gov>
    > > >> Message-ID: <004f01c8a62d$8c7cafe0$be070a0a at dpld.org>
    > > >> Content-Type: text/plain;       charset="us-ascii"
    > > >>
    > > >> I think it is pretty interesting-
    > > >>
    > > >> My only concern is that it took some time to load the sound- even on
    > my
    > > >> pretty fast computer, AND it has a British accent. Many of my
    > learners
    > > >> have
    > > >> complained about media that is British instead of American
    > > pronunciation.
    > > >>
    > > >> Thank you,
    > > >>
    > > >> Molly Elkins
    > > >> Literacy Specialist
    > > >> Douglas County Libraries
    > > >> Phillip S. Miller Library
    > > >>  100 S. Wilcox Street
    > > >>  Castle Rock CO 80104
    > > >>  Map
    > > >> Direct Phone: (303)688-7646
    > > >> Alt Phone: (303) 791-READ
    > > >> Fax: (303) 688-7655
    > > >> Email: melkins at dclibraries.org
    > > >> Web: www.DouglasCountyLibraries.org
    > > >> -----Original Message-----
    > > >> From: englishlanguage-bounces at nifl.gov
    > > >> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Daphne
    > Greenberg
    > > >> Sent: Sunday, April 06, 2008 3:00 PM
    > > >> To: englishlanguage at nifl.gov
    > > >> Subject: [EnglishLanguage 2254] on-line dictionary with instant sound
    > > >>
    > > >> ESL is not my area of expertise, so I don't know if this site is
    > good,
    > > or
    > > >> if
    > > >> it is a site that everyone already knows about. A friend of mine
    > > >> introduced
    > > >> me to a site described as  "An English Pronouncing Dictionary with
    > > Instant
    > > >> Sound" I tried it out with a few words, and it seemed like a great
    > idea
    > > >> for
    > > >> learners struggling with pronunciation of specific words. They need
    > to
    > > >> have
    > > >> some proficiency with English spelling in order to use the site
    > because
    > > >> they
    > > >> need to write the word in order to hear it pronounced.
    > > >>
    > > >> The url is:  http://howjsay.com/
    > > >>
    > > >> I am curious what people on this list think about this site.
    > > >>
    > > >> Daphne
    > > >>
    > > >> Daphne Greenberg
    > > >> Associate Professor
    > > >> Educational Psych. & Special Ed.
    > > >> Georgia State University
    > > >> P.O. Box 3979
    > > >> Atlanta, Georgia 30302-3979
    > > >> phone: 404-413-8337
    > > >> fax:404-413-8043
    > > >> dgreenberg at gsu.edu
    > > >>
    > > >> Daphne Greenberg
    > > >> Associate Director
    > > >> Center for the Study of Adult Literacy
    > > >> Georgia State University
    > > >> P.O. Box 3977
    > > >> Atlanta, Georgia 30302-3977
    > > >> phone: 404-413-8337
    > > >> fax:404-413-8043
    > > >> dgreenberg at gsu.edu
    > > >> ----------------------------------------------------
    > > >> National Institute for Literacy
    > > >> Adult English Language Learners mailing list
    > > >> EnglishLanguage at nifl.gov
    > > >> To unsubscribe or change your subscription settings, please go to
    > > >> http://www.nifl.gov/mailman/listinfo/englishlanguage
    > > >> Email delivered to melkins at dclibraries.org
    > > >>
    > > >>
    > > >>
    > > >> ------------------------------
    > > >>
    > > >> Message: 2
    > > >> Date: Fri, 25 Apr 2008 02:13:32 +0000
    > > >> From: Tom Zurinskas <truespel at hotmail.com>
    > > >> Subject: [EnglishLanguage 2287] Re: on-line dictionary with instant
    > > >>       sound
    > > >> To: The Adult English Language Learners Discussion List
    > > >>       <englishlanguage at nifl.gov>, cornell Kimble <
    > > cornell9 at earthlink.net>
    > > >> Message-ID: <BAY135-W4511FA4584E33E80584DDFD3DD0 at phx.gbl>
    > > >> Content-Type: text/plain; charset="iso-8859-1"
    > > >>
    > > >>
    > > >> m-w.com is a marvelous dictionary that you can click on to hear words
    > > in
    > > >> US
    > > >> accent.  The only nits I pick are what I call "awe-dropping" where
    > the
    > > >> sound
    > > >> "awe" is replaced sometimes by "ah".  Click on the word "flaw" to
    > hear
    > > it
    > > >> correctly (note, the word "awe" is said "ah").  Another nit is that
    > > words
    > > >> starting with "ex-" are said to be spoken as "ix-" (so example is
    > > >> ixample).
    > > >> I don't think that is the norm in USA but perhaps UK.
    > > >>
    > > >> Tom Zurinskas, USA - CT20, TN3, NJ33, FL5+
    > > >> See truespel.com - and the 4 truespel books plus "Occasional Poems"
    > at
    > > >> authorhouse.com.
    > > >>
    > > >>
    > > >>
    > > >>
    > > >>
    > > >> > From: melkins at dclibraries.org
    > > >> > To: englishlanguage at nifl.gov
    > > >> > Date: Thu, 24 Apr 2008 11:06:33 -0600
    > > >> > Subject: [EnglishLanguage 2286] Re: on-line dictionary with instant
    > > >> sound
    > > >> >
    > > >> > I think it is pretty interesting-
    > > >> >
    > > >> > My only concern is that it took some time to load the sound- even
    > on
    > > my
    > > >> > pretty fast computer, AND it has a British accent. Many of my
    > > learners
    > > >> have
    > > >> > complained about media that is British instead of American
    > > >> pronunciation.
    > > >> >
    > > >> > Thank you,
    > > >> >
    > > >> > Molly Elkins
    > > >> > Literacy Specialist
    > > >> > Douglas County Libraries
    > > >> > Phillip S. Miller Library
    > > >> > 100 S. Wilcox Street
    > > >> > Castle Rock CO 80104
    > > >> > Map
    > > >> > Direct Phone: (303)688-7646
    > > >> > Alt Phone: (303) 791-READ
    > > >> > Fax: (303) 688-7655
    > > >> > Email: melkins at dclibraries.org
    > > >> > Web: www.DouglasCountyLibraries.org
    > > >> > -----Original Message-----
    > > >> > From: englishlanguage-bounces at nifl.gov
    > > >> > [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Daphne
    > > Greenberg
    > > >> > Sent: Sunday, April 06, 2008 3:00 PM
    > > >> > To: englishlanguage at nifl.gov
    > > >> > Subject: [EnglishLanguage 2254] on-line dictionary with instant
    > sound
    > > >> >
    > > >> > ESL is not my area of expertise, so I don't know if this site is
    > > good,
    > > >> or
    > > >> if
    > > >> > it is a site that everyone already knows about. A friend of mine
    > > >> introduced
    > > >> > me to a site described as "An English Pronouncing Dictionary with
    > > >> Instant
    > > >> > Sound" I tried it out with a few words, and it seemed like a great
    > > idea
    > > >> for
    > > >> > learners struggling with pronunciation of specific words. They need
    > > to
    > > >> have
    > > >> > some proficiency with English spelling in order to use the site
    > > because
    > > >> they
    > > >> > need to write the word in order to hear it pronounced.
    > > >> >
    > > >> > The url is: http://howjsay.com/
    > > >> >
    > > >> > I am curious what people on this list think about this site.
    > > >> >
    > > >> > Daphne
    > > >> >
    > > >> > Daphne Greenberg
    > > >> > Associate Professor
    > > >> > Educational Psych. & Special Ed.
    > > >> > Georgia State University
    > > >> > P.O. Box 3979
    > > >> > Atlanta, Georgia 30302-3979
    > > >> > phone: 404-413-8337
    > > >> > fax:404-413-8043
    > > >> > dgreenberg at gsu.edu
    > > >> >
    > > >> > Daphne Greenberg
    > > >> > Associate Director
    > > >> > Center for the Study of Adult Literacy
    > > >> > Georgia State University
    > > >> > P.O. Box 3977
    > > >> > Atlanta, Georgia 30302-3977
    > > >> > phone: 404-413-8337
    > > >> > fax:404-413-8043
    > > >> > dgreenberg at gsu.edu
    > > >> > ----------------------------------------------------
    > > >> > National Institute for Literacy
    > > >> > Adult English Language Learners mailing list
    > > >> > EnglishLanguage at nifl.gov
    > > >> > To unsubscribe or change your subscription settings, please go to
    > > >> > http://www.nifl.gov/mailman/listinfo/englishlanguage
    > > >> > Email delivered to melkins at dclibraries.org
    > > >> >
    > > >> > ----------------------------------------------------
    > > >> > National Institute for Literacy
    > > >> > Adult English Language Learners mailing list
    > > >> > EnglishLanguage at nifl.gov
    > > >> > To unsubscribe or change your subscription settings, please go to
    > > >> http://www.nifl.gov/mailman/listinfo/englishlanguage
    > > >> > Email delivered to truespel at hotmail.com
    > > >>
    > > >> _________________________________________________________________
    > > >> Spell a grand slam in this game where word skill meets World Series.
    > > Get
    > > >> in
    > > >> the game.
    > > >>
    > > >>
    > >
    > http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08
    > > >>
    > > >> ------------------------------
    > > >>
    > > >> Message: 3
    > > >> Date: Fri, 25 Apr 2008 09:26:53 -0600
    > > >> From: "Elkins, Molly (CR)" <melkins at dclibraries.org>
    > > >> Subject: [EnglishLanguage 2288] Re: on-line dictionary with instant
    > > >>       sound
    > > >> To: The Adult English Language Learners Discussion List
    > > >>       <englishlanguage at nifl.gov>
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    > > ------------------------------
    > >
    > > Message: 2
    > > Date: Fri, 2 May 2008 14:48:04 -0400
    > > From: "Andrea Canter" <lucidpandora at gmail.com>
    > > Subject: [EnglishLanguage 2296] Re: EnglishLanguage Digest, Vol 32,
    > >        Issue 1
    > > To: englishlanguage at nifl.gov
    > > Message-ID:
    > >        <cf11bd530805021148g3e6eaf4atd220713048dbf237 at mail.gmail.com>
    > > Content-Type: text/plain; charset="iso-8859-1"
    > >
    > > Is Pronunciation Pairs a book?
    > >
    > > Andrea
    > >
    > > On Fri, May 2, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
    > wrote:
    > >
    > > > Send EnglishLanguage mailing list submissions to
    > > >        englishlanguage at nifl.gov
    > > >
    > > > To subscribe or unsubscribe via the World Wide Web, visit
    > > >        http://www.nifl.gov/mailman/listinfo/englishlanguage
    > > > or, via email, send a message with subject or body 'help' to
    > > >        englishlanguage-request at nifl.gov
    > > >
    > > > You can reach the person managing the list at
    > > >        englishlanguage-owner at nifl.gov
    > > >
    > > > When replying, please edit your Subject line so it is more specific
    > > > than "Re: Contents of EnglishLanguage digest..."
    > > >
    > > >
    > > > Today's Topics:
    > > >
    > > >   1. [EnglishLanguage 2294]   Re: EnglishLanguage Digest, Vol 31,
    > > >      Issue 18 (Emma Bourassa)
    > > >
    > > >
    > > > ----------------------------------------------------------------------
    > > >
    > > > Message: 1
    > > > Date: Thu, 01 May 2008 15:41:56 -0700
    > > > From: "Emma Bourassa" <ebourassa at tru.ca>
    > > > Subject: [EnglishLanguage 2294]   Re: EnglishLanguage Digest, Vol 31,
    > > >        Issue 18
    > > > To: <englishlanguage at nifl.gov>
    > > > Message-ID: <4819F2D4.8103.007D.0 at tru.ca>
    > > > Content-Type: text/plain; charset=US-ASCII
    > > >
    > > > I believe it is Pronunciation Pairs that has illustrations, single
    > word
    > > > and short dialogue practice. For example there might be:
    > > > sit  seat
    > > > bit  beat
    > > >
    > > > etc. which is then worked into a conversation:
    > > > A: Bea, have a seat.
    > > > B: I can eat but can't sit.
    > > > A: Sit in the seat, and eat your meat.
    > > > B: No, I need to knit.
    > > > sorta silly but they do work for slow practice of moving the mouth and
    > > > tongue around.
    > > > Pictures with mirrors so students can watch themselves works well.
    > > > e
    > > >
    > > > Emma Bourassa
    > > > English as a Second or Additional Language/ Teaching English as a
    > Second
    > > > Language Instructor
    > > > ESL Department
    > > > Thompson Rivers University
    > > > 900 McGill Road. P.O. Box 3010
    > > > Kamloops, B.C. V2C 5N3
    > > > (250) 371-5895
    > > > fax 371-5514
    > > > ebourassa at tru.ca
    > > >
    > > > >>>
    > > > From:   Andrea Canter <lucidpandora at gmail.com>
    > > > To:     <englishlanguage at nifl.gov>
    > > > Date:   29/04/2008 12:03 pm
    > > > Subject:        [EnglishLanguage 2292] Re: EnglishLanguage Digest, Vol
    > > 31,
    > > > Issue 18
    > > >
    > > > Jenny,
    > > >
    > > > Eek! That's the issue I'm coming up against soon. The way I've been
    > > doing
    > > > it
    > > > works with the roman alphabet (and easiest with just one native
    > language
    > > > in
    > > > the group). I have this book that has Spanish translations of English
    > > > vocabulary words. Then it has the pronunciation of the word spelled
    > out
    > > in
    > > > Spanish phonetics. I just borrow those phonetics for any word I come
    > > > across:
    > > > (ex. Raise your hand = reiz yor jand). Sometimes there isn't a sound
    > in
    > > > Spanish that quite matches the one in English and I have to wrk around
    > > it
    > > > (ex. the word 'sit'.... there isn't anything in Spanish that sounds
    > like
    > > > the
    > > > 'i' in that word.... I told my class it sounds some where between 'eh'
    > > and
    > > > 'ee' and they got it).
    > > >
    > > > The thing with non-Roman alphabets is unless you speak the language,
    > it
    > > > would be quite a task to do it that way. Then if you have people with
    > > > differing languages, it would be even worse. If all the people in your
    > > > class
    > > > know the Roman alphabet, then I have a link to a website that has
    > books
    > > > and
    > > > workshops on a unique system to teach pronunciation with. I haven't
    > > tried
    > > > the method, but it looks really cool. Let me know if you want the
    > > address.
    > > > Hope this (any of it) helps!
    > > >
    > > > Andrea
    > > >
    > > > On Tue, Apr 29, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
    > > > wrote:
    > > >
    > > > > Send EnglishLanguage mailing list submissions to
    > > > >        englishlanguage at nifl.gov
    > > > >
    > > > > To subscribe or unsubscribe via the World Wide Web, visit
    > > > >        http://www.nifl.gov/mailman/listinfo/englishlanguage
    > > > > or, via email, send a message with subject or body 'help' to
    > > > >        englishlanguage-request at nifl.gov
    > > > >
    > > > > You can reach the person managing the list at
    > > > >        englishlanguage-owner at nifl.gov
    > > > >
    > > > > When replying, please edit your Subject line so it is more specific
    > > > > than "Re: Contents of EnglishLanguage digest..."
    > > > >
    > > > >
    > > > > Today's Topics:
    > > > >
    > > > >   1. [EnglishLanguage 2291]  computerless ESL instruction
    > > > >      (Jenny Hubler)
    > > > >
    > > > >
    > > > >
    > ----------------------------------------------------------------------
    > > > >
    > > > > Message: 1
    > > > > Date: Mon, 28 Apr 2008 08:57:35 -0500
    > > > > From: "Jenny Hubler" <JHubler at womenscenter.info>
    > > > > Subject: [EnglishLanguage 2291]  computerless ESL instruction
    > > > > To: "'The Adult English Language Learners Discussion List'"
    > > > >        <englishlanguage at nifl.gov>
    > > > > Message-ID: <001a01c8a937$d1da28d0$d600a8c0 at womenscenter.info>
    > > > > Content-Type: text/plain; charset="us-ascii"
    > > > >
    > > > > Andrea:
    > > > >
    > > > >
    > > > >
    > > > > Could you give more details about how you teach pronunciation to
    > > > speakers
    > > > > of
    > > > > other languages? We have many Latinos, also some Koreans and a
    > student
    > > > > from
    > > > > Sudan.
    > > > >
    > > > >
    > > > >
    > > > > Jenny
    > > > >
    > > > > The Women's Center of Tarrant County, TX
    > > > >
    > > > >
    > > > >
    > > > >  _____
    > > > >
    > > > > From: englishlanguage-bounces at nifl.gov
    > > > > [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Andrea Canter
    > > > > Sent: Friday, April 25, 2008 3:58 PM
    > > > > To: englishlanguage at nifl.gov
    > > > > Subject: [EnglishLanguage 2290] Re: EnglishLanguage Digest, Vol 31,
    > > > Issue
    > > > > 16
    > > > >
    > > > >
    > > > >
    > > > > This is a neat concept, but if you're like me and teach adults in
    > > venues
    > > > > without computers there needs to be something else. Since my class
    > is
    > > > > entirely Hispanic, I use Spanish phonics to help. For some sounds I
    > > have
    > > > > to
    > > > > go into further explanation because there is no Spanish equivalent,
    > > but
    > > > > for
    > > > > the most part it translates. This has worked SO well!! They have
    > near
    > > > > perfect pronunciation instantly!! I'm getting ready to start a class
    > > > with
    > > > > people from all over the world now. I have no idea how to address
    > the
    > > > > issue
    > > > > with them- any suggestions??
    > > > >
    > > > > On Fri, Apr 25, 2008 at 12:00 PM, <englishlanguage-request at nifl.gov>
    > > > > wrote:
    > > > >
    > > > > Send EnglishLanguage mailing list submissions to
    > > > >       englishlanguage at nifl.gov
    > > > >
    > > > > To subscribe or unsubscribe via the World Wide Web, visit
    > > > >       http://www.nifl.gov/mailman/listinfo/englishlanguage
    > > > > or, via email, send a message with subject or body 'help' to
    > > > >       englishlanguage-request at nifl.gov
    > > > >
    > > > > You can reach the person managing the list at
    > > > >       englishlanguage-owner at nifl.gov
    > > > >
    > > > > When replying, please edit your Subject line so it is more specific
    > > > > than "Re: Contents of EnglishLanguage digest..."
    > > > >
    > > > >
    > > > > Today's Topics:
    > > > >
    > > > >  1. [EnglishLanguage 2286] Re: on-line dictionary with instant
    > > > >     sound (Molly Elkins)
    > > > >  2. [EnglishLanguage 2287] Re: on-line dictionary with instant
    > > > >     sound (Tom Zurinskas)
    > > > >  3. [EnglishLanguage 2288] Re: on-line dictionary with instant
    > > > >     sound (Elkins, Molly (CR))
    > > > >
    > > > >
    > > > >
    > ----------------------------------------------------------------------
    > > > >
    > > > > Message: 1
    > > > > Date: Thu, 24 Apr 2008 11:06:33 -0600
    > > > > From: "Molly Elkins" <melkins at dclibraries.org>
    > > > > Subject: [EnglishLanguage 2286] Re: on-line dictionary with instant
    > > > >       sound
    > > > > To: "'The Adult English Language Learners Discussion List'"
    > > > >       <englishlanguage at nifl.gov>
    > > > > Message-ID: <004f01c8a62d$8c7cafe0$be070a0a at dpld.org>
    > > > > Content-Type: text/plain;       charset="us-ascii"
    > > > >
    > > > > I think it is pretty interesting-
    > > > >
    > > > > My only concern is that it took some time to load the sound- even on
    > > my
    > > > > pretty fast computer, AND it has a British accent. Many of my
    > learners
    > > > > have
    > > > > complained about media that is British instead of American
    > > > pronunciation.
    > > > >
    > > > > Thank you,
    > > > >
    > > > > Molly Elkins
    > > > > Literacy Specialist
    > > > > Douglas County Libraries
    > > > > Phillip S. Miller Library
    > > > >  100 S. Wilcox Street
    > > > >  Castle Rock CO 80104
    > > > >  Map
    > > > > Direct Phone: (303)688-7646
    > > > > Alt Phone: (303) 791-READ
    > > > > Fax: (303) 688-7655
    > > > > Email: melkins at dclibraries.org
    > > > > Web: www.DouglasCountyLibraries.org
    > > > > -----Original Message-----
    > > > > From: englishlanguage-bounces at nifl.gov
    > > > > [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Daphne
    > > Greenberg
    > > > > Sent: Sunday, April 06, 2008 3:00 PM
    > > > > To: englishlanguage at nifl.gov
    > > > > Subject: [EnglishLanguage 2254] on-line dictionary with instant
    > sound
    > > > >
    > > >...

    [Message clipped]  




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