Thanks again, Ted, for your ideas.  I used your system of numerical recognition of vowel and diphthong sounds with my classes this year.  They enjoyed it, and it did seem to help--especially with training them to listen more carefully.  My lower level literacy students did much better at recognizing sounds than my better educated students.  I theorize it's because the lower literacy people have learned to listen more carefully in order to function in their lives and jobs. Thanks, 
Pam Haran
ESL Teacher
Boston
  ----- Original Message ----- 
  From: Ted Klein 
  To: The Adult English Language Learners Discussion List ; pumarosa21 at yahoo.com 
  Sent: Saturday, June 28, 2008 12:55 PM
  Subject: [EnglishLanguage 2715] Re: Effective Strategies - the importanceofPronunciation


  Paul,

  Thank you for bringing up the subject of pronunciation for Spanish speakers. I have done a great deal of research on the sound systems of both languages. Following are some of my main conclusions:

  1. The sound systems of English and Spanish are not always that terribly different on the phonemic level, at least in terms of consonants. To state it in the most basic of terms, English and Spanish have a fair number of similar sounds on the basic level, that can change meaning, as in "toe" and "dough"/"teja" and "deja."  I'm speaking of consonant sounds primarily. For example, Spanish and English both have a /b/ phoneme that is articulated basically the same way. That's the good news. The bad news is that there are enormous differences at the phonetic level. I'm talking about the variations in the behavior of the sounds in different word environments. If we place the /b/ sound between two vowel sounds within a word in Spanish, they convert to a bilabial sound similar to the [v] of English. "Beber" (to drink) in Spanish is pronounced something like "bever." In Spanish, /b/ and its bilabial equivalent of /v/ are varieties (allophones) of one phoneme. Before a nasal consonant, the sound is always /b/ as in UN VASO which comes out as [umbaso] phonetically. If you go through the entire English and Spanish sound systems, it seems that the only consonant sound that BEHAVES the same way is /f/ and that's not even true in all dialects of Spanish. Needless to say, all of these phonetic changes (allophones) carry over into English, causing both discrimination (listening) and production problems.

  2. The vowel systems of English and Spanish are totally different in number, oral positions and FREQUENCY as in musical frequency. English has eleven vowel phonemes and three diphthong phonemes, each one with numerous variations in actual length, according to consonants that follow them, as well as other allophonic features; beat-short, beef-half long, bead-long and bees-very long. Spanish has five vowel sounds, with much less variation. The syllables are all shorter in length; reduction into "schwa" sounds doesn't occur in unstressed syllables, etc. Recognizing these sounds and forming them accurately is like learning a new musical scale. It takes systematic training, time and lots of listening.

  3. In the acquisition of English, the problems aren't always as serious in pronunciation as they are in listening and IDENTIFICATION of sounds. I remember a day in class last year when a Colombian student said, "My son is in trouble in school." I asked her what had happened. She said "He did a course in English." I answered, "That's great, what is the problem?" She then clarified in Spanish, which I usually try to avoid in class, "¡Una maldición! "Oh, you mean a curse," I answered.  A student from Mexico said that her husband "drank 'curse,' every evening." I answered, "You mean 'Coors." A student from Brazil said "I thought you were talking about 'cars.' " I love my job! I will never forget the Vietnamese student who asked me if I liked "shiny foot." I didn't get it. He took me to lunch and we had Chinese food!

  Like you, I also start with sounds in all of my ESL classes. I usually have three or four languages in the class, with a predominance of Spanish speakers. We start with the listening and recognition of vowel and diphthong sounds. Recognition is numerical. Numbers are assigned to each vowel sound; 1-beat, 2-bit, 3-bait, 4-bet, 5-bat, 6-bot (as in "bot fly" or "robot"), 7-bought, 8-boat, 9-book, 10-boot,  11-but,  6+2 bite, 6+9 bout, 7+2 boil. These numbers are permanent and the students can usually call the numbers correctly, even in new words, within a few weeks. There are also minimal pair, minimal sentence and free environment exercises for notable problems. We move into similar exercises for consonants next, followed by suprasegmental exercises. I feel confident that these exercises enhance both comprehension and pronunciation sooner than might be expected, as many of my students are at lower levels in English.

  If I had to name the biggest weakness in most ESL teacher training, it is the application of phonology. In workshops, I have found that a majority of the teachers have little if any background in phonemics and phonetics and even less in how to use them in a classroom. This is NOT the same as phonics, which was designed for native speakers of English, who are already "programmed" in their minds with the English sound system. I hope that more ESL instructors take this subject seriously, so that they can accelerate the entire language acquisition process. In my opinion, the ear rules!

  Cheers,   Ted
  www.tedklein-ESL.com 



    ----- Original Message ----- 
    From: Paul Rogers 
    To: The Adult English Language Learners Discussion List 
    Sent: Friday, June 27, 2008 12:52 PM
    Subject: [EnglishLanguage 2713] Effective Strategies - the importance ofPronunciation


               In my opinion, the reason it is terrifying or frustrating for adult English learners to speak is they have a lot of difficulty pronouncing certain English sounds. And, as an adult learner myself, this difficulty leads to or reinforces a feeling of embarrassment. Or worse, many adults feel "stupid" because of their problems with English pronunciation.

               For adults English is a probably one of the most difficult languages to learn to pronounce. Children learn the pronunciation of a foreign language much more easily than adults, I suspect that children's vocal structures (throat, tongue, jaw) are more flexible. Plus adults have years of speaking their Native language and cannot easily change certain patterns. Not to mention that about half of the words in English are pronounced differently than they are spelled.

               I teach Spanish speaking adults who know little or no English and I focus on pronunciation from the beginning. The first five or so classes are devoted to learning the sounds of the following:

          the soft g and the j

          the v

          the short u

          the short i 

          the th combination

               The above sounds are the most difficult for Spanish speakers, and can be practiced very conveniently because they are all contained in the alphabet and the numbers, my first two lessons.

               In my later clases I "weave" pronunciation exercises into lessons on directions, etc.

               Most of all, I use a sense of humor in teaching English pronunciation, making a complete fool out of myself as much as I can, especially when I stick my tongue out while I demonstrate how to say the combination of TH.

               I have found that once students feel a little comfortable pronouncing the above sounds, then they also gain a lot more confidence in speaking and therefore participating in the class. I am sure that their learning rate increases.

               If anyone is interested in using the pronunciation lessons I have written, write to me OFF LIST and I will send them to you. Although they are bilingual, they can easily be adapted to an English Only class.

          Paul Rogers

          pumarosa21 at yahoo.com



            The degree to which it is tiring or terrifying to speak in another language usually decreases as one's fluency and confidence in the language increases, at least that has my experience. Furthermore it is not realistic to expect family members who are used to speaking to each other in their native language to suddenly use a second language at home. I also think it is not particularly beneficial to speak with and therefore listen to English as spoken by other non-native speakers.

            That is why the MP3 player is so powerful. Learners can listen for up to one hour or more to the language as spoken by a native speaker, whenever and wherever the students are. They can listen over and over. They can read the text of what they are listening to, if the teachers provide transcripts or texts. Teachers can create content to suit a great variety of interests and needs, at a spoken speed and vocabulary range that suit learners of different levels.

            Repetitive listening to appropriate and interesting content, and an attention to vocabulary review  based on this content, is surprisingly effective and will eventually improve the confidence of the learners and induce them to want to speak, in my experience. Even more than TV, where the attention of the viewer is distracted by the action, focused repetitive listening is a powerful tool, so easy to create for learners with today's technology.

            Steve


            On Mon, Jun 23, 2008 at 2:23 PM, Bonnie Odiorne <bonniesophia at sbcglobal.net> wrote:

              I, too, speak fluent French, and when I'm in France I get all kinds of comments on my language ability. But the past few times I've been with a community of anglophones, and even though I was a facilitator and responsble for going to shops and negotiating purchases for the organization, I'd be terrified each time. And as a French grad student in the US I confessed to a francophone how tiring it was to speak French for example at a party, and that would be in a group of mixed francophones and anglophones. No matter how fluent one is, there's always something one forgets, cannot express easily, a mistake that an instant later I want to kick myself....

              So, yeah, I do have sympathy for our ESOL students and don't begrudge them their moments in their own language. Our volunteer tutors, when I worked in community-based organizations, just couldn't understand why they wouldn't speak English at home....

              Best,

              Bonnie Odiorne, Post University Writing Center




              ----- Original Message ----
              From: "Crofford, Amy L." <alcrofford at okcps.org>
              To: The Adult English Language Learners Discussion List <englishlanguage at nifl.gov>
              Sent: Monday, June 23, 2008 4:21:31 PM
              Subject: [EnglishLanguage 2701] Re: Effective Needs Assessment Strategies

              I'm guilty, too.

              When in a francophone country, I sought out other anglophones. These people spoke French, but when we were in a room of all American/Canadian people we spoke English. Why? Did we not want to improve our French communication skills? NO! We spoke English for several reasons-- it was easier and living in an L2 world is tiring-- it helped us with culture shock-- we wanted desperately for our children to hear intelligent adult conversation in L1--and we could best improve our French with native speakers. It wasn't a matter of laziness (usually).

              Amy Crofford

              ________________________________

              From: englishlanguage-bounces at nifl.gov on behalf of Glenda Lynn Rose
              Sent: Mon 6/23/2008 2:18 PM
              To: The Adult English Language Learners Discussion List
              Subject: [EnglishLanguage 2697] Re: Effective Needs Assessment Strategies


              "They have all learned some, albeit broken, English and refuse to commit to the effort required in learning it correctly. "

              I think you may have seriously underestimated your students...If they were not interested in learning English correctly the would continue to learn on the streets and not waste their time with your class, especially if they are advanced and already have sufficient English survival skills.

              You will get from your students what you expect from them. 

              My students are almost exclusively in this category of Mexican Spanish speakers.  The rule we have here is that in the intro level they may use Spanish for asking questions and communicating important (personal) information, but starting the high beginning level, English is the language of the classroom for their own good.  It often requires me saying apologetically, "I'm so sorry.  I don't speak Spanish" in order to get them to speak English to me (which makes them laugh, because they know it's not true, but it nonethelss yields the result I want - spoken English).  Sometimes I shake "Spanish Sam" ( a cowboy (well, dog) bank with his hand extended that has "Spanish 25 cents" on his hat.)  The point isn't the fine.  I don't enforce it.  I shake the bank to remind them of the class rules and usually they laugh and get back to the business of learning English.  

              I will say, too, that I am sensitive as to what they are saying in Spanish.  If I come across people discussing what seems to be an important subject in Spanish (dealing with personal issues, losses, crises, advice seeking, etc.) AND I know the level of English is not sufficient to handle the discussion,  I'll usually just say, "This sounds important.  Take 5 more minutes, but then get back to English.  If you need more time, take a break and take it outside.  I expect to hear you speaking English when I come back around."

              I understand your frustration.  It is a constant issue, even with my students who speak other languages.  "English please" is something that I say at least 10 times a day  But I seriously doubt a lack of committment is the reason for them slipping back into Spanish.....it's human nature to speak L1 with people you know speak the same language as you. 

              Robert Drury <mangerom at hotmail.com> wrote:

                  I just read Mr. Ted Klein's contract, and I think that it's awesome. I teach a group of advanced students ( about 30), and they would do well to adhere to the principles as set out in Mr. Klein's contract. My query to the list is the following: What can I do to impress on my students, most of whom are from Mexico ( and the majority of whom are undocumented) the importance of their speaking English with each other, at least while they are in class? They have all learned some, albeit broken, English and refuse to commit to the effort required in learning it correctly. This query fits within the discussion topic because it goes to the heart of needs ( and wants) assessment.
                  
                  
                  
                  

              ________________________________

                      Date: Fri, 20 Jun 2008 14:09:50 -0700
                      From: afrench at sccd.ctc.edu
                      To: englishlanguage at nifl.gov
                      Subject: RE: [EnglishLanguage 2689] Re: Effective Needs Assessment Strategies
                      
                      
                      Terry:
                      
                      That is why I believe Ted considers it a good English lesson.  They can learn vocabulary as well as the idea and importance of signing such agreements.  They learn that each person has responsibility for making their class a success.  Finally, this would give them practice for the real-life agreements they are faced-with from time to time and which are much more complex.
                      
                      Allan French
                      South Seattle CC
                      afrench at sccd.ctc.edu
                      

                          -----Original Message----- 
                          From: englishlanguage-bounces at nifl.gov on behalf of Terry Said 
                          Sent: Fri 6/20/2008 1:32 PM 
                          To: The Adult English Language Learners Discussion List 
                          Cc: 
                          Subject: [EnglishLanguage 2689] Re: Effective Needs Assessment Strategies
                          
                          
                          Ted,
                          
                          Your students may be at a higher level than mine, but
                          even my intermediate-level college ESL students would
                          have a hard time reading your contract.
                          
                          Terry Pruett-Said
                          
                          --- Ted Klein <taklein at austin.rr.com> wrote:
                          
                          > I have my students sign an agreement when we start.
                          > It gives them most of the responsibility for
                          > acquiring English and to know that the teacher can
                          > "lead them to water, but can't make them drink it."
                          > This agreement is in itself a good English lesson!
                          >
                          > Ted
                          > www.tedklein-ESL.com
                          >
                          >  Here it is:
                          >
                          >              ESL STUDENT-TEACHER RESPONSIBILITY
                          > AGREEMENT
                          >
                          > 
                          >
                          > 
                          >
                          > TEACHER-As your English teacher, I agree to do the
                          > best job that I can in the few hours that we are
                          > together every week, to help you reach enough
                          > English fluency to achieve your life goals. I will
                          > work on your listening, speaking, reading and
                          > writing skills. I will help you to increase your
                          > vocabulary based on your real needs. I will do what
                          > I can to increase your confidence in acquiring a new
                          > language. I will be responsible for offering what
                          > you need in useful information on the U.S. American
                          > cultures. I will do my best to offer you
                          > performance-oriented instruction plus information on
                          > the English language as needed. I will speak to you
                          > at normal speed and without exaggeration, so that
                          > when you are in the bank, the mall, or places of
                          > employment and business, you will understand and be
                          > understood by others, outside of the classroom.
                          >
                          > 
                          >
                          > 
                          >
                          >
                          SIGNED--------------------------------------------------------------------------------
                          >
                          >                                Teacher
                          >
                          > 
                          >
                          > STUDENT-As your student, I agree to take
                          > responsibility for actually learning English. I
                          > realize that very little of this will occur if I
                          > stop acquiring English after class. This means that
                          > I will look at my lifestyle and do what I can to
                          > become truly bilingual. I realize that it takes
                          > thousands of hours to really become competent in a
                          > new language to the point that I can get the
                          > education, training, and job that I want, in order
                          > to achieve my life's goals in a new country. I also
                          > know that acquiring a new language never stops.
                          >
                          > 
                          >
                          > I am not studying English just for fun. I am now
                          > living in a country whose founders, even those who
                          > spoke other languages, decided that English would be
                          > the most practical medium of communication.  I know
                          > that the best opportunities are available to persons
                          > who speak, read and write English, regardless of
                          > what their native languages are. I will still love
                          > and continue using my native language at home, if I
                          > choose.
                          >
                          > 
                          >
                          > If I work in a place where others speak my native
                          > language, I will look for a job where I have to use
                          > English, even if it is not easy at first. If all of
                          > my friends speak my native language, I will try to
                          > find new friends, with common interests, who don't
                          > speak my language. I will read English whenever
                          > possible, for pleasure or information. If  I'm not a
                          > reader, I will change my priorities and read more. I
                          > will become a better student, by taking the day's
                          > work home and reviewing it, over and over if
                          > necessary, until I have complete understanding of
                          > what I learned in class and can apply it.  If I
                          > still don't understand or can't do it, I will ask my
                          > teacher to help me. I will never feel bad about
                          > asking questions, in or out of class. I will expose
                          > myself to English in all possible ways, on the
                          > radio, television, movies, newspapers, books and
                          > most of all social interaction with competent
                          > English speakers.
                          >
                          > 
                          >
                          > I know that my teacher can teach, but he cannot
                          > learn for me. That is my job.
                          >
                          > 
                          >
                          > 
                          >
                          >
                          SIGNED---------------------------------------------------------------------
                          >
                          >                                  Student
                          >
                          >    
                          >
                          >
                          >  ----- Original Message -----
                          >  From: Donna Moss
                          >  To: 'The Adult English Language Learners
                          > Discussion List'
                          >  Sent: Thursday, June 19, 2008 2:25 PM
                          >  Subject: [EnglishLanguage 2679] Re: Effective
                          > Needs Assessment Strategies
                          >
                          >
                          >  I also like to have a whole group discussion and
                          > class needs assessment before working on individual
                          > goals.
                          >
                          >  One challenge of goal setting is helping students
                          > articulate a goal that is realistic and achievable
                          > in a given amount of time so that students can see
                          > progress and feel a sense of accomplishment. The
                          > goal, "I want to learn English" is great, but it's
                          > really broad.
                          >
                          >    A goal statement can help students narrow their
                          > goal and focus. A statement such as, I need to
                          > improve my _____ (language skill) so I can ______
                          > (do something) has worked for me. So, a student who
                          > is looking for a job, might say, "I need to improve
                          > my speaking and listening so I can ask and answer
                          > questions when I have a job interview." Another
                          > student who is a parent might say, "I need to
                          > improve my speaking and listening so I can ask my
                          > child's teacher questions in English."
                          >
                          >  At TESOL this year, I went to a workshop on
                          > Strategies for Learner Goal Setting. One of the
                          > strategies the facilitator suggested is having
                          > students form "goal support groups." These groups
                          > can be formed based on similarities in life roles or
                          > type of work or goals. She schedules regular
                          > meetings for 15 to 30 minutes and students talk to
                          > each other about their goals and progress toward
                          > their goals.
                          >
                          >  What are some ways to help students develop a plan
                          > to meet their goals?
                          >
                          >  Donna Moss
                          >  Program Specialist
                          >  Arlington Education and Employment Program
                          >  Arlington, VA
                          >
                          >
                          >
                          >
                          >  >>> "Betsy Wong" <betsywong at comcast.net> 6/19/2008
                          > 9:24 AM >>>
                          >
                          >  One of the strategies that has proven helpful in
                          > assessing learners' language needs has been a
                          > full-group discussion/brainstorming session, with
                          > each one of these questions discussed at a time:
                          >
                          >  
                          >
                          >  Where do you speak English?
                          >
                          >  Where do you hear English?
                          >
                          >  Where do you read English?
                          >
                          >  Where do you write English?
                          >
                          >  
                          >
                          >  Although this is simplistic, it really gets
                          > learners thinking about the situations in which they
                          > need to use English (and I usually follow up the
                          > question with, Are there any other times when you
                          > want to speak/hear/read/write English more easily?)
                          >
                          >  
                          >
                          >  At the lower levels, it's helpful to use visuals
                          > as well (e.g., a picture of a hospital or a
                          > children's school - "Do you need to speak English
                          > here?")
                          >
                          >  
                          >
                          >  I like to note answers on the board (this also
                          > lends itself to a "mind-mapping" diagram) and copy
                          > them for myself. I refer to it throughout the class
                          > term.
                          >
                          >  
                          >
                          === message truncated ===>
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              Grace and Peace!
              Glenda Lynn Rose, PhD
              Executive Director, English Now
              512-719-9979 (work)
              512-789-5131 (cell)
              glyndalin at yahoo.com




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