Paul,

 

I agree that pronunciation should be a part of beginning language
instruction for adults.  You mentioned the /j/ and /v/ consonant sounds.
I've found that working from the voiceless (no vibration of vocal cords)
counterparts of voiced consonants is a very effective method (much more so
than modeling).  A student can place their fingers on the side of his/her
own throat and practice changing the sounds.

 

          For Spanish speakers learning English sounds, practice:

    

VOICELESS        VOICED (new sound) 

   /ch/                /j/

   /f/                  /v/*

   /s/                 /z/

  /sh/**            /zh/ 

 

         */v/ - At first students may need to physically place a finger on
his/her top lip to keep both lips from coming together and making a /b/ or 

           vibrated /b/ sound. (Demonstrate how to do this, and suggest that
they practice this every morning in front of their bathroom mirrors.)

 

         **/sh/ /zh/ - You will first need to teach /sh/ by contrasting it
with /ch/.  The difference here is not voicing but the way the breath is

          released.  The /ch/ is a "stop" in which the air is blocked and
then released all at once.  The /sh/ belongs to a group of sounds called

          "continuants" in which the air is released evenly and gradually.  

          It's good to teach both sounds because the Spanish /ch/ is not a
complete stop--which can cause it to be misunderstood by native 

          English speakers. (When I train tutors, I compare it to a "rolling
stop" at a stop sign-a tap on the brakes before moving on.) To 

          emphasize the method of air release for /sh/, I've had all the
students in the class stand, take a big breath, then begin together to make

          the /sh/ sound.  As a student runs out of air s/he sits down until
the final student remains standing.  I've done a class listening activity to

          help students with differentiating these sounds by having all
students do a "chopping" motion (for /ch/ as in "chop") with the side of one

          hand striking the open palm of their other hand when they hear me
say a word beginning with /ch/, and doing a "be quiet" motion

          by placing their index finger in front of their lips when the word
that I say begins with /sh/.

 

Speakers of other languages might also need practice with these consonant
pairs:

                             

                          VOICELESS       VOICED (new sound)

                               /p/                 /b/

                               /t/                /d/

                               /k/                /g/

                              /th/               /th/

 

When discussing any consonant sound, it's helpful to remember that there are
three basic identifying characteristics:

1)     Place of articulation/articulators

2)     Flow of air

3)     Voicing

 

Pat Olson

Literacy Coordinator

Kishwaukee College

21193 Malta Rd.

Malta, IL 60150

(815) 825-2086, ext. 320



Adult Volunteer Tutoring

 

  _____  

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Paul Rogers
Sent: Friday, June 27, 2008 12:52 PM
To: The Adult English Language Learners Discussion List
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" beacause 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 <http://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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1-604-922-8514 

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