Hello everyone!Here is this weeks freebie!The 3 Sounds of “ed” Past Tense freebie Verb…

Hello everyone!

Here is this weeks freebie!

The 3 Sounds of “ed” Past Tense freebie Verb Game

This fun and effective freebie grammar game, The 3 sounds of “ed” Past Tense Verbs games and grammar activities are engaging and enjoyable ways for children to practice using The 3 Sounds of “ed” Past Tense Verbs.

This free game packet contains some of the great games/activities found in our original game packet.

This package consists of :
*GAME BOARD
*GAME CARDS
*WORD CARDS
*NUMBER CARDS

These grammar based games with lesson plans and activities give students the opportunity to practice English vocabulary and language skills in a fun and relaxing setting. As students play these engaging games they naturally transfer skills they learn in class!

Click here to get your freebie!  Please follow us and rate this product!

Happy Teaching!


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ELs With Special Needs: Combining Language Goals With Learning Strategies

EL teachers know about the many factors that can affect language acquisition, ranging from how to deal with culture shock to how to simplify grade-level readings without compromising the message. But every now and then, we encounter students who simply can’t comprehend or produce language well—in either English or their native language—until we realize it’s time to call the special education department for an assessment. And, sometimes, we’re lucky enough to have an individualized education program (IEP) already written for us that gives us some guidance on how to adapt our lessons.

Too often, though, the language needs of our students get less respect than the special education plans (Balderrama & Diaz-Rico, 2005). We often must become advocates in the IEP meetings to clarify how many of the concerns relate back to the language learning process. The ultimate goal is to have our students placed in the least restrictive setting possible while receiving comprehensible input to promote language acquisition.

Students should ideally be assessed for special needs in both English and their native languages (Echevarria & Graves, 2011). A skilled interpreter can help you learn more about the students’ backgrounds, explaining to the parents why such interventions are necessary. It’s especially important for the interpreter to demonstrate cultural sensitivity because concepts from American education may not translate easily into other languages (Robertson, 2007).

After reviewing the data to determine the students’ needs and language levels, it’s time to offer our input on the plan. For us, outcomes are often more important than the process (Echevarria & Graves, 2011). We need to show what language growth and development looks like so the adaptations can target the skills for progress. Many techniques that apply to native speakers, such as extended time, more images, and real-life examples, can also help our students move forward.

Outcomes are the main focus here, so everyone needs to know what the student must be able to do to show proficiency. Many states have clear standards to show what language progression looks like by skills, such as the ability to find a main idea in a speech or compare and contrast points of view, to demonstrate strong comprehension and expression of language. Something like that in the IEP can give other teachers ideas of what the adaptions look like when delivering lessons or offering tests, which should make it more clear what they can do to help the students.

It’s up to each ELL specialist and special education department to determine how formal this process is, but as long as everyone—including the students and their parents—understand the goals you’re ready to move forward. If the student meets these outcomes by the next IEP meeting, you have measured progress. If not, you have a better idea of the students’ capabilities and can re-assess the necessary adaptations.

Work Cited
Balderrama, M. V., & Diaz-Rico, L. T. (2005). Teaching performance expectation for educating English learners. Boston: Pearson.

Echevarria, J., & Graves, A. (2011). Sheltered content instruction: Teaching English learners with diverse abilities (4th edition). Boston: Pearson.

Robertson, K. (2007). How to address special education needs in the ELL classroom. Retrieved from http://ift.tt/1BsmFWj.

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Google+ Education: Part 6

It has been quite a while since I last posted something about Google+ and its educational uses, so allow me to present Google Keep. Google Keep is for saving notes, checklists, photos, and even voice memos either via the website or app. It may not be specifically designed for education but is another neat thing to add to our teacher toolboxes. Let me explain how and why.

Getting started online is a breeze since you do not even have to register if you have a Google+ account. If you do not have a Google+ account, you are missing out on this and a lot of other resources, so take a moment to register. Google Keep is completely free and automatically syncs across multiple devices in addition to saving everything to Google Drive. To get started with the app, install it on your device and either register or sign in.

Google Keep is very simple and easy to use making it the perfect tool for people, like me, who often have a million little paper notes scattered about. Using an internet browser, you can save notes, lists, and photos. With the app, you can do even more including creating voice memos that automatically save both the initial audio clip as well as a transcription. With either platform, you can add location and/or time reminders. Have you ever gone home for the day and then remembered that you have to do something first thing in the morning? With the Google Keep app, you can save a voice memo and then add a location, school, to get reminded automatically when you get into work the next morning. Cool, right?

Even though there are a lot of programs out there for note-taking, I would recommend trying this one out. In an earlier post, I recommended Evernote for the same purpose and even though Evernote and Google Keep are both designed to save notes, they are vastly different. You just need to determine which one best suits your needs or use multiple programs for different purposes. While I like Evernote for some tasks, it is, in my opinion, overly complex for my basic day to day notes, while Google Keep has the potential to help me completely clear my desk of Post-it Notes.

As awesome as it is, I was surprised to discover that Google Keep has been around for over two years already and very few people seem to have heard of it. Have you tried it out? What do you use to stay organized? Share your thoughts by leaving a comment below.

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Tuesday Tongue Twisters

Hello everyone,

It is time again for Tuesday’s Tongue Twisters!  Pronunciation can be a

challenge for second language learners.  A fun lesson to increase accuracy is to practice an assortment of tongue twisters.  Tongue Twisters lower the affective filter of English language learners and kids of all ages love to practice the sing-songy fun of a great tongue twisters.

Easy: 

• Inchworms itching
• Rubber baby buggy bumpers

Medium:

• Green glass globes glow greenly
• Toyboat, toyboat, toyboat, toyboat

Hard:

•  Round and round the rugged rock the ragged rascal ran.
• How much wood would a woodchuck chuck if a woodchuck could chuck wood?
  A woodchuck would chuck  as much wood as a woodchuck could chuck, if a woodchuck could chuck wood!

Tongue twisters are fun and engaging for young English learners.  They are also culturally significant and native speakers of English are always willing to join in the fun of this challenging practice.

Click here to download our freebie sample of Tongue Twisters!

If you want the full version of our Tongue Twisters product, Click Here!

What are some of your hardest tongue twisters?
 

Happy Teaching!

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Options in Classroom Self-Assessment

Why Self-Assessment?

I’ll be honest: It took me a while to come around to the notion of self-assessment. All I could picture was my sneeringly too-cool high-school self giving my apathetically underachieving high school self A+ after unearned A+.

Can we really trust students to assess themselves? Is a student’s assessment of her own progress or performance reliable? Is it valid? If reliability and validity aren’t guaranteed, then what’s the point? These are important questions to ask, but as long as we think of assessment not just as a tool for bureaucracy and accountability but as an opportunity to empower our learners, and as long as we keep an eye to its limits and its role in a broader assessment system, then such self-assessment is most certainly a worthy undertaking.

The benefits of self-assessment are numerous and widely attested. The most compelling of these are affective: greater learner autonomy, a sense of empowerment, boosted confidence, an increased sense of responsibility, and stronger motivation number among them. Many of these affective effects are tied to secondary benefits, such as increased attendance and persistence. Another plus is the transparency that comes with self-assessment (especially rubrics, discussed below); students understand the criteria on which they are being scored. Involving students in assessment is also a language-learning opportunity in itself because it requires language that students might otherwise not have an opportunity to use. This includes developing metalanguage (“I used the wrong article before the noun”) and nuanced evaluative language (“My paragraph was good, but it would have been stronger with more supporting details”).

Direct and Indirect Measures

Before moving on to individual methods of self-assessment, it’s a good idea to review the distinction between direct and indirect assessment, which comes into play when choosing the method best suited to your needs.

Speaking and writing, the productive skills, can be assessed directly. That is, if we want to assess writing, we can simply look at a piece of student writing. On the other hand, listening or reading comprehension occur inside the head, so barring electrodes or something similarly invasive, we’re stuck with indirect measures and the validity issues attendant thereto. We might assume, for instance, that underlining the main idea is an indicator of reading comprehension, but many students have simply learned tricks for identifying the main idea without actually comprehending the paragraph.

When we as instructors test the receptive skills, we need to take extra care to ensure that we’re assessing what we think we’re assessing. This is even more important when we turn the task of assessment over to students. Some self-assessment techniques are generally better suited to productive skills, and others work for both productive and receptive skills.

Portfolios

Portfolios are a strong option for ongoing self-assessment. A portfolio is generally made up of a collection of student work curated by the student to show their progress over a period of time. Another common component is a commentary composed by the student, reflecting on their work and progress. Although writing is the skill that most readily lends itself to this form, we can also incorporate written responses to reading and listening tasks into portfolios.

For a long time, speaking portfolios were a comically impractical undertaking on par with having your entire class make a mixtape à la 1986. But emerging technologies make them an increasingly viable option. I recently ran a small pilot of speaking portfolios using SoundCloud, with some promising results.

Rubrics

Scoring scales, or rubrics, can be an excellent way to introduce self-assessment while controlling for reliability. Who among us hasn’t, in our own studenthood, composed an academic masterwork, anxiously skimmed the professor’s vaguely positive marginalia, only to be puzzled and frustrated by a lackluster letter grade at the end? Surely we sometimes overestimate our own work, but there are also certainly times when grades are influenced as much by the content of the work as by the teacher’s moods or whims or the state of his digestion. Rubrics help both teachers and students by tethering scores to sets of observable characteristics.

Again, rubrics are well-suited to the productive skills, but they can also add reliability to certain tasks meant to measure receptive skills such as response to TED talks or summaries of news articles.

Keep an eye out for future posts on how to design your own scoring rubrics!

Can-Do Inventories

The can-do checklist is a seriously underutilized assessment tool. It’s exceptionally simple to build and customize to your course content, useful at all levels, and can be used for a variety of needs, from placement to summative assessment. I recommend grouping very specific abilities (e.g., “I can use uppercase and lowercase letters correctly”) into broader can-do statements that derive directly from course objectives (e.g., “I can write using proper mechanics”). When used as a pre-/postassessment, such a checklist can be used to easily quantify student progress. The simplicity of this technique is sure to keep students and teachers happy, and the alignment with course goals and objectives will keep admins and funders out of your hair.

Limitations and Further Considerations

As I’ve said, self-assessment has its limits. I use it in conjunction with more conventional assessment methods and peer assessment (which has many of the same positive effects as self-assessment). What I like about the three methods I’ve discussed above is that they can easily be used by both students and teachers. That is, you can use the same rubric for both you and students to assess their work and encourage them to compare their score with yours. The same goes for can-do inventories, and it’s easy enough to incorporate a section for instructor reflections into portfolios.

I encourage you to use the comments section below to share some other self-assessment tools and methods that have worked well for you!

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A Significant Birth, a Crowning Jewel

On 2 May, after more than nine months in the making, the world celebrated a birth, the arrival of a long-awaited jewel that completes the family crown. While Princess Charlotte of Cambridge may come to mind, the arrival of which I speak is the Journal of Second Language Pronunciation or, more simply, the JSLP.

The first issue of the JSLP, edited by John Levis, was published in May 2015.

The JSLP, edited by TESOL’s own John Levis, is a scholarly journal devoted to research and practice surrounding second language pronunciation in all contexts of learning.

If TESOL is a family and its interest sections are siblings, pronunciation has long suffered the status of the fabled stepchild. Have you ever wondered why?

Levis opens the JSLP with a story we all need to know: that pronunciation was considered a fully legitimate aspect TESOL until the 1970s, when a new kid, communicative language teaching (CLT), came to town. Emboldened by its bully sidekick, the critical period hypothesis, CLT pushed pronunciation to the side, arguing that learner pronunciation would take care of itself (with enough comprehensible input), and that, in any case, teaching pronunciation was a waste of time (because face it: English learners will never sound like native English speakers, so why bother?). Pronunciation understood its own importance, but lacking a strong comeback, it moved into the attic to consider its plight.

Forty-five years later, never losing sight of its own value and having worked with several good therapists to make sense of its odd family culture, pronunciation is back, it’s all grown up, and it’s become downright sophisticated. The arrival of the JSLP heralds the return of pronunciation to its rightful place alongside second language reading, writing, grammar, and vocabulary.

Every one of us should benefit from reading the JSLP, and many of us surely have something to contribute. Realistically speaking, the JSLP will not show up on newsstands next to People magazine anytime soon, because, well, no academic journal can hold a candle to Princess Charlotte.

Indeed, to get your hands on the Journal of Second Language Pronunciation, one must be “in the know.” Here are a few steps you can take:

1. Read the first issue online. If you have time to read only one article, read this one, in which John Levis describes the very existence of the JSLP as an “essential step toward disciplinary identity” and outlines how the JSLP is significant not only for pronunciation specialists, but to ESL/EFL professionals more broadly and, beyond English, all language teaching professionals.

2. If you work for an academic institution, tell your librarian that there’s a new journal in town, and that all the cool kids are reading it. (I find that librarians are particularly sympathetic to my desire to be cool, so long as by cool I mean “professionally engaged.”)

3. Share news of the JSLP with the same passion given baby Charlotte’s first coo. Seriously, the JSLP deserves to be talked about, and, as a new journal that relies on its readership, it needs to be mentioned in staff meetings, conference presentations, and social media.

4) Submit an article. Really. As the JSLP forges its path, it will need thoughtful contributions from the very people who read it. If you are a researcher, report your findings. If you love reading research, write up a synthesis of two or more studies and tell us what it all means for teaching. If you are a masterful practitioner, submit a teaching article, and if you are a savvy consumer of pronunciation textbooks or software, consider writing a review.

As with all marriages and births, the arrival of the JSLP has the potential to unite the family while forging stronger alliances beyond, in this case with applied linguistics, phonology, language assessment, and technology among others.

We’re headed in an exciting direction. In John Levis’ words, “We can predict… that surprises are in store.”
—

Levis, J. (2015). The Journal of Second Language Pronunciation: An essential step toward a disciplinary identity. The Journal of Second Language Pronunciation, 1(1), 1–10.

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Hello everyone,Time for another Friday freebie! Click on over to our Teachers Pay Teachers store and…

Hello everyone,

Time for another Friday freebie!

Click on over to our Teachers Pay Teachers store and pick up this great freebie!

Kinder Color Game Board and Color Cards

Get ready to have fun practicing colors with this great colorful game board and color cards. This 2 page kindergarten packet includes a game board and color cards for endless fun and color name practice.
This kinder unit will definitely get your students motivated to learn through hands on activities that are so much FUN! 

 Click here to get your freebie!  Please follow us and rate this great freebie!

Happy Teaching! 

 

 

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Reading Challenges for ELs in the Age of the Common Core

Learning to read in English presents many challenges for English learners (ELs) in the K–12 classroom, especially true in this age of high stakes standardized testing based on the Common Core State Standards (CCSS). ELs face many obstacles when reading in English. Most literature taught in K–12 is culture bound. Teachers expect all students to have prior knowledge of literary genres such as fairy tales, myths, legends, and tall tales. If the teacher has not built background information, ELs who have learned phonics may be able to read the words, but that doesn’t mean they will understand the text.

Challenges for ELs When Learning to Read in English

Here are some of the challenges for ELs that teachers have mentioned in professional development training. ELs have difficulty with

• an abundance of idioms and figurative language in English texts
• density of unfamiliar vocabulary
• use of homonyms and synonyms
• grammar usage especially the “exceptions to the rules”
• word order, sentence structure, and syntax
• difficult text structure with a topic sentence, supporting details, and conclusion
• unfamiliarity with the connotative and denotative meanings of words
• use of regional U.S. dialects
• fear of participation and interaction with mainstream students
• story themes and endings are inexplicable
• literary terms for story development are not understood
• unfamiliarity with drawing conclusions, analyzing characters, and predicting outcomes
• imagery and symbolism in text are difficult
• lack of understanding of what the author has left unsaid; the information that “everyone knows”

Reading instruction for ELs and the Common Core

The Common Core was written without by the input of educators, and the standards do not mention ELs. The Stanford Understanding Language website  is designed to meet the need of advanced ELs. Many school administrators who don’t understand second language acquisition are requiring ELs to perform on grade level without consideration of their English language development level. They are expected to perform at the same level as their English-speaking peers.

Close Reading and ELs

The Common Core Standards are having a huge impact on the way reading is taught in the elementary school classroom. Close reading is emphasized. The Partnership for Assessment of Readiness for College and Careers (PARCC) has developed one of the standardized tests used for students in grades 3–8 and 11. Here is a quote from their model content frameworks.

The Common Core State Standards call for students in grade 3 to proficiently read grade appropriate complex literature and informational text(RL/RI.3.10) such that they can ask and answer questions by referring explicitly to a text (RL/RI.3.1). Students delve deeply into texts to uncover both the central message and supporting details, identifying the logical connections between sentences and paragraphs in a text. They can compare and contrast two or more works with the same topic, author or character, describing the traits, motivations, an feelings of characters or how ideas relate to one another. (p. 14)

This is close reading for third grade students. Teachers are told to have students retrieve information directly from a grade-level text that has been presented without placing it in context and without preteaching vocabulary or key concepts. This practice is diametrically opposed to what ESL teachers had considered best practice before the Common Core: They chose texts for ELs based on their English language development level, rather than their grade level, and they presented text in context and pretaught the key concepts and vocabulary.

In my opinion, the Common Core Standards and the subsequent standardized testing is not fair to ELs. NJTESOL/NJBE has recently issued a Position Statement on Protecting the Rights of English Language Learners. NJTESOL/NJBE contend that requiring ELs to use only grade-level texts repudiates the conclusion of the Lau v. Nichols decision: “for students who do not understand English are effectively foreclosed from any meaningful education.” In addition, this practice contradicts the research on effective strategies for teaching ELs.

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TESOL Goes to India

For the first time in its nearly 50-year history, the TESOL International Association held its first ever event in India on 24 and 25 April. The theme was “Changing Classrooms, Supporting Teachers,” in partnership with the US Department of State’s Regional English Language Office, New Delhi, and the Regional Institute of English, Chandigarh. According to a BBC News report a few years ago, “India now claims to be the world’s second-largest English-speaking country. The most reliable estimate is around 10% of its population or 125 million people, second only to the US and expected to quadruple in the next decade” (BBC News Magazine, 27 November 2012).

Since 2012, when Zareer Masani filed that report, that number has grown, and is now thought to be as high as 17%. Although that means that more than 80% of Indians may not use English, 17% of 1.25 billion is still well over 200 million people using English in India today. Given the scale and scope of the teaching and learning of English here, it was decided that it was time for TESOL International Association to go to India. Part of that decision was the fact that the association now has, also for the first time in its nearly 50-year history, its first President of Indian origin.

Realizing that many of the ELT professionals in the world cannot attend annual conventions and conferences in person, the association has committed to an international scope. Therefore, through its face-to-face, on-site academies, symposia, and regional conferences all over the world, as well as its online courses and programs, the association is taking TESOL to the world.

The India Academy, which had 180 participants, was based on six 10-hour workshops. With an average of 30 teachers in each workshop, the leaders were able to cover the material  in depth, in ways that are not possible in the regular conference format, in which, for example, an individual might attend 10 different sessions, given by 10 different presenters, in 10 hours. The TESOL academies are designed to create opportunities for a deep and thorough exploration of a particular topic.

I have listed the titles of each of the 10-hour workshops below, together with the names of the presenters and their institutional affiliations, to show the diversity not only in terms of the areas covered, but also the diversity of the presenters. There was also great diversity among the participants, as the 180 or so attendees were from all over India, as well as a number of neighboring SAARC countries (the South Asian Association for Regional Cooperation), including participants from Afghanistan, Bangladesh, Nepal, Pakistan, and Sri Lanka – one attendee even came all the way from Brazil!

• “Tech Solutions for Low-Tech Situations,” Karen Price, Lecturer, School of Education, Boston University, Boston, Massachusetts, USA
• “Formative Assessment in South Asian Contexts: Some Practical Possibilities,” Geetha Durairajan, Department of Materials Development and Evaluation, The English and Foreign Languages University, Hyderabad, India
• “Strategies for Student-Centered, Rule-Based Activities and Spontaneous, Incidental Learning,” Stephen DeGiulio, Senior English Language Fellow, The Regional Institute of English, Chandigarh, India
• “Creative Ways of Improving Language Skills,” Rajni Badlani, Teacher Trainer, New Delhi, India
• “The Five Ps of Effective Leadership and Professional Development,” Neil J. Anderson, Professor, Department of English Language Teaching & Learning and English as an International Language, Brigham Young University, Hawaii, USA
• “Taking ELT Materials to Task: A Template Process for Effective Materials Development,” Jayme Adelson-Goldstein, Educational Consultant, Lighthearted Learning, LLC, Northridge, California, USA

In the opening keynote address that I was asked to give, I predicted that the 10 hours would be, for many participants, “a transformative teacher professional development experience.” I was fortunate in being able to spend some time in each of the six sessions, and at the end of the academy, during the closing ceremony, I was able to stand by my claim of transformative TPD.

This academy was an important milestone, a watershed event, and a ground-breaking innovation, not only for TESOL International Association, but also for its partners, the RELO in Delhi and the RIE in Chandigarh. In addition to the professional and institutional significance, for me, as the association’s first Indian president, it was also a profoundly personal experience. In the welcome message I was asked to create for the program book, I wrote, “Although I was born and grew up in England, and my parents and grandparents were from Guyana, my family before that was in India, probably taken from Patna, Bihar, by the British Empire, and made to work on the sugar cane plantations of what was then British Guiana. In spite of this enforced generational separation, for me, coming to India has always felt like coming home.”

It is always good to come home, but travelling so far, across so much time and space, to a place you’ve never been to before—this was my first time in Chandigarh and in the north of India—to then feel so familiar and so at home is a unique experience, and one for which I will always be tremendously grateful.

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Inspiration for ESP Collaboration: GPS at UCSD

Hello, ESPers worldwide!

At the same time that TESOL International Association is making changes to its governance, the School of International Relations and Pacific Studies  (IR/PS) at the University of California, San Diego (UCSD) is changing its name. The new name of IR/PS will be the School of Global Policy and Strategy (GPS) at UCSD. In this TESOL Blog post, I will explore how GPS may be considered a model for collaboration among ESPers worldwide.

In the press release above concerning the name change, USCD Chancellor Pradeep K. Khosla is quoted as follows:

“The UC San Diego School of Global Policy and Strategy is preparing a new generation of leaders who are solving complex problems in a diverse and interconnected world,” said Chancellor Pradeep K. Khosla. “The name change reflects the school’s impact as a premier international research institution that is at the forefront of international research and policy discussions that will have an impact for generations to come.”

The impact of GPS is certainly apparent in the accomplishments of its faculty. I was particularly inspired by an UC San Diego News Center article about Professor Barbara Walter’s award-winning blog.

For quickly explaining complex world events, blogs can beat news articles and academic papers. That is Barbara Walter’s belief and why the political science professor at the School of International Relations and Pacific Studies (IR/PS) launched Political Violence @ a Glance, a blog designed to consistently produce expert analysis of problems related to violence and protest in the world’s conflict zones.

How does this information about GPS relate to the TESOL ESP Interest Section? It is my belief that we can and should leverage our ESP connections and knowledge for solving global problems. For example, how can we produce “a blog designed to consistently produce expert analysis of problems” related to ESP worldwide?

One step in this direction is the ESP project leader communication profiles. These TESOL Blog posts are bringing to ESP practitioners and researchers in contexts all over the world insights into how ESP professionals use communication in the workplace to achieve success. At present, ESP project leader communication profiles are scheduled from May 2015 (i.e., Kristin Ekkens) to March 2016. You can expect to see at least one ESP project leader profile per month.

In the future, I would also hope to see online collaborations among ESP trainers, ESP researchers, and non-ESP professionals (e.g., doctors, lawyers, engineers, etc.). Through such collaborations, I am hoping that we can explore how to address communication issues in the workplace worldwide. (My doctoral thesis supervisor, recently deceased Emeritus Professor Christopher Candlin, was very active in creating conferences that brought the three groups together. His passing is a significant loss to our field.)

Finally, as I noted in a comment to the Kristin Ekkens’s ESP project leader communication profile, TESOL has stated that the blog posts may be used in a class as long as you give credit to the source and to the authors. Again, we are all very pleased that the blog posts are of value to practitioners and researchers. I am hoping that these profiles will be of value for years to come.

In my own case, I showed the blog post featuring Kristin to the undergraduate students in one of my leadership seminars in Japan. In that class, all of the students are female, and  Kristin became a model of success for these young women. Further, we could see how Kristin communicated her success in English, and we could discuss how she had displayed leadership.

If you have any suggestions about how we can work together as ESP professionals to address global challenges, please post your comments in the Leave A Reply section below. Thank you!

All the best,
Kevin

 

 

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