apple curriculum EFL language courses Language learning online resources technology textbooks
by sendaiben
5 comments
Apple Education
Reading about the new Apple educational push, I was pretty impressed. It seems like they ‘get’ the core issues:
1. textbooks need to be interactive and appealing, and take advantage of pictures, video, and audio
2. textbooks need to be affordable
3. teachers want to make these next-generation textbooks
Their iBook author app looks extremely interesting. Interesting enough to make me look up the price of new Apple laptops…
Perhaps that was the secret agenda ^-^
expectations language courses Language learning online resources personal
by sendaiben
leave a comment
2011 and all that
Happy New Year! I for one am sincerely hoping that 2012 will bring good things.
Last year was one of the toughest I have faced, even more than some very hard teenage years. While the emotional suffering wasn’t up there, I can definitely say that physically and mentally 2011 was the hardest year of my life. I am very happy to see the back of it. I have always subscribed to the ‘whatever doesn’t kill me makes me stronger’ philosophy, but after the latter nine months of last year I think there is an alternative interpretation, ie ‘whatever doesn’t kill me makes me very tired and unwilling to do anything’. You may have noticed the distinct lack of blog posts towards the end of the year.
Partly in an effort to put all that behind me, I have a few New Year goals (I hesitate to call them resolutions as that seems to jinx things). One of them is to learn Thai this year, studying by myself using online resources. I’ll report back on my progress throughout the year and hopefully it will give me a new perspective on language learning (I have been lucky enough to learn most of my languages in context, by living there, so this is new). I foresee issues with motivation and consistency, but this is something I have always wanted to do so we’ll see how far I can get in a year.
I’ll be using material from Learn Thai Podcast, in case anyone is interested. They seem pretty good so far (full review later).
curriculum EFL eikaiwa ES kids language courses Language learning school management speaking teaching
by sendaiben
1 comment
AGO: the best 900 yen you’ll spend this week
AGO is a card game, similar to UNO or Switchit, that practices simple question and answer patterns. It is ideal for upper elementary or junior high school and above. Students play to get rid of all their cards: the first person to do so is the winner. The game mechanics are easy, and almost all students already know them from playing UNO.
There are eventually going to be three levels: aqua, green, and orange (hence AGO, but I suspect that the pun with eigo was also a factor in naming this product). The first level, aqua, contains very easy questions like ‘do you like…?’ and ‘what season is it now?’. There is some scope for personalization.
The green level just came out at the end of last month, and includes more complex questions, more scope for students to make their own questions, and more ‘game cards’ (‘pick up’, ‘jump’, and so on).
The orange level is due to be released next year.
The production values are pretty good and the cards look and feel great. Well worth the 900 yen, especially if you teach junior high school and up.
business curriculum EFL eikaiwa ES kids language courses Language learning online resources school management self-study teaching vocabulary
by sendaiben
leave a comment
Quizlet may just be what I have been looking for all these years…
For years, I have been looking for a simple, cheap (free?) online tool to allow our younger students to work on their vocabulary outside of class.
Jim George, a friend and fellow school owner, has been going on about Quizlet for a while now, but I didn’t really pay attention until he sent me a detailed email this morning explaining the functionality.
It looks great.
Basically it’s a site that allows people to create and study simple flashcard quizzes online. Free accounts (students) can access content and premium accounts ($15 a year) can create quizzes with words and pictures.
The great thing about it is that as a school we can create study groups and upload content for the students to practice every week. Students can make accounts and join the groups and practice the content for their class. We can also monitor their progress by ‘friending’ them.
It sounds like it has everything we need. I’ll be trying it out over the next few weeks, then I’ll report back with my impressions.
Anyone else use Quizlet?
business curriculum EFL eikaiwa expectations kids language courses Language learning listening school management very young learners
by sendaiben
4 comments
Teaching English to very young children
The other day I was idly watching one of our teachers working with a couple of our students: two sisters, three and one and a half, who have a play style class with a teacher while their mum has a private lesson with another teacher.
I have to admit, I have always been fairly sceptical about teaching very young children in an EFL context. I’m sure it can’t do any harm, but I hadn’t really seen much benefit either. Basically if the parents were happy to pay us to play with their children for 40 minutes a week, and the children enjoyed it, no problem. It wasn’t something we advertised, but we did consider special requests.
However, about halfway through the class I saw something that completely challenged my assumptions.
The two students rarely speak English, beyond ‘hello’ and ‘see you’ at the beginning and end of the class. Their teacher only uses English with them, and they talk to him in Japanese. The ‘class’ consists of playing together with a variety of toys and objects we have in the classroom. The children decide what to play with, and how they want to play, but we manage that by adding or removing toys.
The teacher was playing with a doll, making it sit down or walk around. At one point, the older sister asked in Japanese “Why is the doll sitting down?”, to which the teacher replied in English “Her legs are tired.” The students then said in Japanese, without missing a beat and completely naturally “Oh, her legs are tired. I see.”
I almost fell off my chair.
The student didn’t have enough to be able to guess that meaning from the context. The teacher did not use any gestures or indicate the doll’s legs. She clearly understood what he said.
I think I’m going to have to rethink the very young learners thing…
curriculum EFL eikaiwa ES extensive reading Foundations Reading Library kids language courses Language learning readers Reading Review reviews school management
by sendaiben
4 comments
Foundations Reading Library
Until now I’ve been focusing on phonics and basic readers. Today I’d like to go to the other extreme and look at a series that bridges the gap between children’s readers and ones aimed at older learners.
The Foundations Reading Library, co-authored by my friend Rob Waring, was revolutionary when it came out. A reader series aimed at teenagers, with minimal headword counts that nevertheless succeeded in being interesting and accessible? I don’t know of any others.
Level one starts with just 50 headwords, so normal junior high school students can have a go at getting through the books. For our students who have come up through phonics and children’s readers, these books are cake.
Foundations Reading Library books are available singly, in level packs, and also in collected anthologies. I only just discovered the latter ones, and they seem fairly promising. They have all the books from that level in one volume, cost about half as much as buying them individually, but have the drawback that you can’t give each book to a different student. The covers also seems flimsier and I’m worried about how well they will last. Still, for some teaching situations, they might be a cheap way to stock up.
You can also get CDs and lesson planners for all the levels, but I don’t have much experience with these.
My thoughts:
1. some of the books are better than others, but overall this series is extremely accessible and interesting for students from elementary school all the way to adults. I also use them with university students and they often come out as the most popular series at low level
2. the gaps between levels are very small, making it easy to progress from one to the next
3. the recurring characters are constant through the series and readers can really get to know them
4. there are nowhere near enough books at each level, and unfortunately there won’t be any new ones coming out
Basically, these books still occupy a fairly unique niche, and they do their job extremely well. I wish there were more of them. Some similar alternatives include the Building Blocks Library, by MPI, and the Page Turners series by Cengage, but they aren’t exactly the same…
Anyone else use Foundations? Did I miss anything?
curriculum Dolphin Readers EFL eikaiwa ES kids language courses Language learning readers Reading Review reviews school management teaching
by sendaiben
2 comments
Dolphin Readers
Dolphin Readers, published by OUP, are strange beasts. I almost didn’t include them in my roundup, because I don’t think they actually are, strictly speaking, readers.
Rather, they are extremely well put-together supplementary workbooks. They consist of five levels (starter and one to four) and there are eight books at each level. The series is available as a set, or individually. There is also a version that includes CDs, although I haven’t heard them so can’t comment.
Each book has two parts, the text and the questions/exercises. You could conceivably try to just use them as readers, but the questions are so well integrated that I think it would be difficult to do that.
My thoughts on Dolphin Readers:
1. the books are very well-designed, printed on thick paper and with attractive artwork
2. they are fairly reasonable: just over 600 yen on Amazon.jp, and less than 20,000 for the full pack of 40
3. the exercises are very well-integrated with the text and practice vocabulary and grammar in a very student-friendly way
4. our students and staff both like the books
Where this series shines is in the classroom. I think the books are designed to be bought by students and used as workbooks in class or for homework. For us, that could get kind of pricey and we already have our students buy a lot of supplementary material, so instead we use the readers in class as a teacher-led exercise where students read the text and answer the questions orally. It’s a great filler activity for those extra three to five minutes that crop up occasionally.
Many people I have talked to prefer the upper levels (three and above), and I agree that they are perhaps more interesting, but I have found all of the books useful. It’s a great resource to have in the classroom.
Any other Dolphin Reader users? I’m very interested in hearing how other people use them too.
curriculum EFL eikaiwa ES expectations extensive listening kids language courses Language learning listening school management self-study teaching
by sendaiben
6 comments
Practicing speaking with (young) learners
I am a strong believer in input-based learning, as that is how I best learn languages myself. However, recently I have started to question this approach, particularly but not exclusively for my younger students.
There does seem to be a ‘silent period’ for most learners, where they are more comfortable listening than speaking. This varies according to age and character, but seems to exist for all learners (even if it is just a few minutes for the most active/outgoing). I wouldn’t take it as far as this school (which enforces a silent period of about 6-8 months), but I like to keep it in the back of my mind.
The arguments for following a silent, input-heavy period seem pretty persuasive to me:
1. learners can get comfortable with the sounds of the language
This is important because if you can’t hear a sound, you’re unlikely to be able to produce it. There seems to be a case for delaying production until students have enough exposure to the sounds and rhythms of a language.
2. learners can become familiar with basic vocabulary and grammatical chunks
Assuming the input is at an appropriate level, learners will be able to hear the same vocabulary and grammatical chunks multiple times, beginning to acquire them.
3. learners can relax, lowering their affective filter and allowing them to focus on the language
This is pure TPR talk, but I find TPR extremely effective for beginners. Being able to sit back and not have to worry about performance seems to make it much easier for learners to pick up language.
However, this is a slow process. We’re talking about hundreds of hours.
In Japan, where most children learn English for an hour or less a week (elementary school age children at our school have 50-minute lessons), it is clearly not enough to expose children to appropriate input and wait for them to want to speak.
I think David Paul was very right to emphasise teaching children basic phonics so that they would be able to do reading and writing homework as soon as possible. I find children find it much easier to remember language when they have heard, said, read, and written it. It also has the happy side effect of seguing into extensive reading. Recently at Cambridge English we have been trying out various reader programs (Follifoot Farm, Story Street, Oxford Reading Tree, Springboard Readers, Rigby Star). On the whole students enjoy reading in class and for homework.
The other thing we have started doing recently is memorizing questions and answers and short dialogues. At first I wanted to make our own materials (something that may yet happen), but soon after that we came across MPI’s QA series, which does almost everything we want and saves us from reinventing the wheel. The books are not perfect, they have a few awkward questions in there and I’m not sure that the QA300 series really works, but they are cheap, easy to use, come with Japanese translations for students and parents to fall back on, and have CDs available.
So far I’ve been pleased with the results. Each student is set a few (2-10) questions to prepare each week, then has a test in their next class. If they can answer perfectly, they clear the question and get assigned new ones. If not, they review the same questions for the next class. Most students enjoy the challenge and are remembering more common questions. A few students love it and are shooting through the series, and some students are really struggling. As the students work individually at their own pace, this is not too much of a problem. On the whole , it’s been a positive development for our school.
So there we go. I still believe in input, but feel that it is not enough for a Japanese eikaiwa context. We supplement with reading and writing as well as memorising question and answer patterns, which seems to help but we’re still not completely where I would like us to be.
What do you think the most effective ways to teach children in an eikaiwa context are?
business conference curriculum EFL eikaiwa ES expectations extensive listening extensive reading kids language courses Language learning listening online resources presentations Reading school management self-study teaching technology theory university vocabulary
by sendaiben
8 comments
Amazing Minds 2011
I’m on the train on the way back to Sendai now, after a long, tiring, and wonderful weekend talking and learning about teaching. Pearson Kirihara was kind enough to invite me to their annual study meet, Amazing Minds, held in Tokyo this year.
The basic idea behind the event is that the publisher’s sales representatives nominate teachers all over Japan who are then contacted to see if they want to attend. Pearson picks up the tab for travel, accommodation, and food, and puts on a two-day program of presentations, discussions, and informal gatherings. Apparently it’s supposed to be a chance for the company to give back to the teaching community, to join and contribute to the dialogue on teaching in Japan, and to get to know individual teachers better.
I was initially skeptical, although having two of my friends (John Wiltshier and Ann Mayeda) presenting made it a lot easier for me to say yes and make the effort to clear my schedule.
The program for the event was three blocks: one on Saturday followed by dinner, then two on Sunday. Each block consisted of an initial one-hour lecture followed by a ninety-minute group activity session, and finally a feedback session to finish off. Each block was three and a half hours, a long time when you are out of practice concentrating. I got a good sense of what my university students go through most days (they have up to five ninety minute lectures per day).
The three lectures were:
“Two Pathways for Successful Language Learning”, John Wiltshier
“Teaching in 2020: Rethinking the Classroom Environment”, Ann Mayeda
“Lesson Analysis Checklist for Elementary School English Education”, Emiko Yukawa
I have to say I really enjoyed the presentations and came away with dozens of actionable ideas. Overall it was a great experience. I did notice a few things that could be tweaked to make it even better, but I have already passed those on to the organizers and don’t need to mention them here. Instead, I’d like to talk about the highlights.
Probably the biggest realization came during the first lecture, as John was talking about procedural and declarative memory, as well as the optimal period for language acquisition. It came to me quite suddenly that perhaps I am not a normal language learner. After all, I learned my first second language when I was five, in a total immersion environment. I have been at least intermediate in six languages, and find it fairly easy to pick up new ones mainly through input and trial and error. Very few people have this kind of background.
The problem is that I have made all sorts of assumptions about teaching and learning that are based on the possibly mistaken belief that my own experiences are generalizable -that I can teach my students as I would like to be taught and this will provide them with an optimal learning environment. If I am an outlier, however, this is unlikely to be ideal for my students. There will possibly be more effective ways of helping them learn and I will have to go back and examine literally everything I do once again with an open mind.
This seems fairly obvious when I write it here, but it seriously had not really occurred to me before.
Fortuitously, my beliefs about language learning are mainly a bias towards large amounts of input of the appropriate level, a desire to encourage my students to become self-directed and independent learners, and a tendency to believe that learners need to practice in order to improve (ie listen if they want to get better at listening, talk if they want to talk, and so on). I don’t think any of these are harmful.
The second, perhaps less revolutionary, but more specific breakthrough came from Ann’s presentation on flipping the classroom. Much like the Khan Academy, she is interested in ways teachers and learners can lever technology in order to do more outside the classroom, in turn allowing them to use their limited class time on more efficient or productive activities.
It’s a concept I have been very interested for a long time, as it ties in with my own beliefs about the best ways to learn a language.
Independent, self-directed learning is the only way students can possibly get the necessary amount of input and practice they will need to master English. The amount of time is several orders of magnitude larger than even the most specialized or intensive language course could provide. Using the power of the internet to facilitate this means that it is easier than ever for students to come into contact with foreign languages.
The only specifically new things for me in the presentation were several iPad/iPhone apps, but the real value came from the way I was reminded of various extremely promising ideas that I had meant to implement, but that had somehow ended up on the back burner.
Creating a Youtube channel for my students, pre-teaching things online so that students to go over them as many times as they need to in order to master them, introducing online resources in a more systematic way, monitoring and advising students as they explore various self-study options.
Hopefully I’ll be able to get started on one or more of these in the near future. I will definitely keep you posted.
Finally, Yukawa-sensei’s presentation gave me a good look at a systematic way of assessing classes and lesson plans. Again, there was nothing new in this presentation, but it was a great opportunity to once again go back and think about things in a slightly different light.
I used to do a lot of classroom observation when I was the ALT Advisor at the Miyagi Board of Education, and although I didn’t have anything as elegant as Yukawa-sensei’s checklist, I was looking at similar things.
I’ll be applying to checklist to my own classes this week, and predict that I will find several areas to work on during the next few months.
I really enjoyed the weekend and hope Pearson continues putting on these events for teachers and that they consider having me back again sometime.
curriculum EFL expectations extensive reading language courses Language learning readers Reading self-study teaching theory university
by sendaiben
5 comments
Extensive Reading, Goals, and Benevolent Tyranny
I received an email from Tom Robb this morning, creator of the Moodle Reader (a fantastic free resource to track and verify student reading within an ER program), very kindly answering some questions I asked him.
Among them he mentioned that I seem to be setting quite ambitious goals for my students in terms of the amount of reading I expect them to do. This isn’t the first time I’ve heard that comment, so I thought this would be a good chance to expand on the topic, as well as discuss a couple of peripheral issues that are pertinent to it.
First of all, in my extensive reading classes at Tohoku University, I require students to read at least 100,000 words in one semester. That is the amount of reading they have to do to pass the course and receive a credit. Beyond that, if they want to get an A or AA grade (the top grade), they have to read much more. Generally to have a chance of getting an AA, students would have to read around half a million words.
Talking to other teachers, I seem to have set the bar rather high.
The thing is, extensive reading (and language learning in general) is a numbers game. It’s not so much about what you do (although doing things that work for you does speed the process up) as it is about how much you do. How much reading do you do. How many words, books, hours? The more you do, the easier it becomes and the more you learn. There is a critical mass involved, too. According to Nishizawa et al. the turning point for their students came after they had read 300,000 words: after that, they found it much easier to read in English.
The flipside of this is that if you don’t read enough, you probably won’t reach this breakthrough moment.
I push my students hard. They are academically gifted, often motivated, and understand the reasons why they have to work so hard. The most committed report spending more than ten hours a week reading for my class.
None of my students failed to reach the 100,000 word level, and most of them did much better. I’m very proud of them.
There are several reasons I push them so hard. One is that they have a lot of catching up to do: very few of them have done much in the way of extensive reading or listening in their English learning so far. They have a great deal of knowledge about English (in the form of grammar patterns and knowing a Japanese translation for a lot of English words), but not as much familiarity with it (reading or listening fluency, knowledge of collocations, sense of register). They need a lot of input to catch up to their peers in other countries.
I’m also hoping to get them started on a habit of English. Creating a habit is often just a matter of gradually integrating it into your daily routine, so that it becomes ingrained, like brushing your teeth or reading a newspaper in the morning. If my students are going to have a shot at becoming proficient English users, they are going to have to make it a part of their lives. A semester is not a very long time, but I hope that at least some of my students will catch the reading bug and continue reading in English for an hour or two each week after the course is over.
Finally, I set ambitious goals for my students because they are very bright and very busy.
Busy people naturally try to optimise their time, spending it on more urgent or important things, while sometimes neglecting the less urgent but more important goals (getting mired in quadrant three from the Seven Habits of Highly Effective People) . I am the same -I know that I should be spending an hour or so a day learning Thai, but instead find myself catching up on grading because it is due tomorrow morning. By having high expectations of my students and setting them concrete goals I hope to push them a little closer towards the goal of English proficiency.
Not all of them will continue reading, of course. But some will. And even the ones that don’t will find themselves reading a little bit more quickly and easily.
Do you agree with setting ambitious targets? Can it sometimes be harmful? I’d love to hear from you in the comments below.