🌹Monday’s Quote! 🌹

 Hello everyone!
The definition of quote is to repeat someone else’s statement, phrases or thoughts.

Here is today’s!

Happy Teaching!
from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/02/mondays-quote_27.html


😄St Patrick’s Day idiom fun!😄


💫💫St Patrick’s Dayis right around the corner!  

  I love using this holiday to teach about idioms!

What is an idiom?
https://www.teacherspayteachers.com/Product/St-Patricks-Day-Idioms-2271273Idioms are words that don’t mean what they say!  They are usually a group of words, well known and used by native speakers of a language, that can’t be understood by the individual meaning of the words.

Why teach idioms?
Students develop a clear understanding of idioms with direct instruction, read-alouds, teacher modeling and student-centered activities.  According to readwritethinkteaching idioms offers students the ability to further comprehend texts that contain metaphorical and lexical meanings beyond the basic word level.

Here is one way to teach idioms:

·      When presenting idioms to students, introduce a group of 4 to 5 idioms together.   It is best to group the idioms into a category, for  example; before St. Patrick’s Day teach idioms that use green in them!
·      Always use stories or relate personal conversations to introduce each idiom in context.
·      Use an Idiom Journal to record the idiom and it’s meanings.  Don’t forget a picture.
·      Practice by offering students a student centered activity.

Now you are on your way to teaching idioms!

I like these idioms for green!
·      Get or give someone the green light
·      Green with envy
·      Grass is always greener on the other side
·      To be green
·      Green thumb
·      Green around the gills

Here are some fun sites for idioms!
·      My English Teacher
·      Learn English

What are some of your favorite idiom activities!  I would love to hear about them.

Happy Teaching,

from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/02/st-patricks-day-idiom-fun.html

TESOL Teacher Education in Multilingual Norway

As part of a “Notes from the Field” series, guest bloggers and teacher educators Dr. Anna Krulatz and Dr. Mona Evelyn Flognfeldt provide some insight on L2 teacher education in multilingual Norway.

Dr. Anna Krulatz

Like other Scandinavians, Norwegians are generally considered to be highly proficient in English. The national curriculum underscores the importance of English as an international language, and children in Norway learn English beginning in first grade (see the Norwegian curriculum for English). For school-age immigrant and refugee children, this policy means that they learn two additional languages on placement in the schools: Norwegian and English.

Dr. Mona Evelyn Flognfeldt

In the teacher education programs where we work, namely at the Oslo and Akershus University College (HiOA) and the Norwegian University of Science and Technology in Trondheim (NTNU), changes are already under way. At HiOA, multilingualism is offered as a unit in undergraduate courses preparing teachers for grades 1–7 and 5–10, in-service courses, and as part of our master’s-level course. Units include an introduction to multilingualism as a phenomenon, potential differences between learning English as a second and third (or later) language, and teaching English in diverse classrooms. A brief introduction to language typology and word order patterns is incorporated, and the student teachers are encouraged to reflect on their own multilingualism. The sound systems of various languages represented in class are described, and students practice pronouncing unfamiliar sounds and later compare them with English sounds. Cognates in English and other languages are also discussed.

At NTNU, both undergraduate students and in-service teachers enrolled in the EFL endorsement program take a module on second language acquisition that covers the basics of multilingualism and multilingual education. Stephen May’s “The Multilingual Turn. Implications for SLA, TESOL and Bilingual Education” and Suresh Canagarajah’s “Translingual Practice. Global Englishes and Cosmopolitan Relations” are listed in our syllabi as recommended texts, and in one of the assignments, students are required to devote at least one paragraph to explaining in what ways they believe the specific needs of multilingual students should be addressed in the EFL classroom.

The new national guidelines for English teacher education also recognize this need to reform English teacher training and list knowledge about multilingualism as a resource in the classroom as one of the learning outcomes. The Norwegian curriculum for English specifies that learners should be able to draw comparisons between English and their “mother tongues,” thus acknowledging the presence of first languages other than Norwegian in EFL classrooms. Additionally, the Norwegian Directorate for Education and Training has designated funding to support professional development of in-service teachers that focuses on foundations of multilingualism and teaching strategies for linguistically diverse classrooms. Nevertheless, continued work on raising teacher awareness and revising teacher education curricula with multilingualism in mind are needed. As well, we see a need for teacher training materials designed specifically with Norwegian EFL teachers in mind.


Jessner, Ulrike (2008). Teaching third languages: Findings, trends, and challenges. Language Teaching, 41(1), 15–56.

Anna Krulatz is Associate Professor of English at the Faculty of Teacher Education at the Norwegian University of Science and Technology in Trondheim, Norway, where she works with pre- and in-service EFL teachers. Her research focuses on multilingualism with English, pragmatic development in adult language learners, content-based instruction, and language teacher education.

Mona Evelyn Flognfeldt is Associate Professor of English Language Pedagogy at Oslo and Akershus University College, Norway. She currently teaches continuing professional development courses for English teachers in primary and lower secondary school. Her primary interests are vocabulary development, grammar in context, and teaching English in multilingual and diverse classrooms.

from TESOL Blog http://blog.tesol.org/tesol-teacher-education-in-multilingual-norway/

ESP Project Leader Profile: Susan Barone

Hello, ESPers worldwide!

In this ESP Project Leader Profile, we meet Susan Barone, Executive Director of Global Learning and Education at Vanderbilt University in Nashville, Tennessee, USA. At Vanderbilt, Susan has effectively bridged the gap between linguistics research and program design.

Susan Barone is a senior lecturer in the Peabody School of Education and the College of Arts and Sciences [at Vanderbilt University (VU)] in the area of second language research and theory and teaching methodology.  In her roles as Executive Director of Global Learning and Education, she focuses on language and cultural competences for both incoming and outgoing students. As a sociolinguist, Susan’s research investigates the intersection of Applied Linguistics and Narrative Medicine and the connection between clinician elicitations and patient narratives in intercultural health-care contexts. She has been instrumental in developing discipline-specific language programs in the VU schools of Education, Engineering, Law, Nursing, Medicine, and Management. Professional interests include needs analysis, program design, and medical discourse analysis. Susan presents at international conferences, and her publications include articles, book chapters, and the textbook, American Legal English.

I first met Susan at a TESOL annual convention where we were two of the presenters in an academic session of the ESP Interest Section. I was pleased to learn that she had studied with Janet Holmes because I had seen Janet speak at the APACLSP inaugural convention in Hong Kong in 2008 about the Language in the Workplace Project. Further, my own research interest was in leadership discourse.

Susan M. Barone, Ph.D.
Executive Director of Global Learning and Education
Vanderbilt University

1. Define leadership in your own words.

I am of two mindsets about leadership. On a personal level, I do not believe in hierarchy, so when I refer to leadership, I am speaking to qualities and characteristics, not necessary to position and power. On a professional level, I understand that hierarchies exist institutionally, and where there is greater leadership, there is greater reward for all involved. My personal stance informs the professional understanding I have of the concept of leadership.

Plan Ahead
Balance making plans with being open to new ideas as they emerge. Coach yourself to be able to see the big picture along with the details and how the two are connected. For example, while recently working with one of our professional schools, it became important to maintain a focus on the school’s administrative goals to inform the more specific curricular objectives.  If we learn how to articulate both perspectives and talk through the steps for getting the details to connect, we can better achieve the overarching goal.

Listen Well
Listening helps you understand individual and institutional needs and expectations. Importantly, it helps you remain student focused. On a campus, listen to the full range of individuals: students, staff, faculty, and administration. Listening includes offering full attention, giving feedback when relevant, and acting on what you’ve heard when possible. Listening means much more than hearing to develop an immediate response. This type of listening may be challenging because staff sometimes seem to expect responses from those in administration.

Work Hard
Work, and work hard, but do your best not to overwork. Do your due diligence, be a model of your work ethic expectations, and actually do your work.  At the same time, do your best not to overwork. Achieving not overworking isn’t always easy or possible on a regular basis. There are times when you just have to bite the bullet, roll up your sleeves, and overwork. When you can, however, pick which projects need this more rare type of commitment and pull back on others. Keeping work in check helps free up energy to do other things, likely in more creative and innovative ways. In the end, the other endeavors inform and renew your work in addition to helping you maintain balance. It is also important to note that you model your work ethic for staff and students. You don’t want any of them to be consistently overworked and to experience burnout.

Be of service to others. On a college campus, we are in service to students and we certainly also need to be in service to our staff. In many cases, we may be their best, if not only, advocates within an institution.

Give Credit
Give credit to those who contribute to your work, from those who offer you time to listen to your ideas, to those who take action on tasks. As a campus leader, your name will get the praise for work well done, so be sure to name names and express gratitude and appreciate for those with whom you work.

Continue to Learn
Continue to learn. Everyday.

2. Tell me an ESP project success story. Focus on your communication as a leader in the project. How did you communicate with stakeholders to make that project successful?

Our English Language Center is an ESP-EAP focused program at Vanderbilt University. My example focuses on the importance of listening in the design of an EAP program our language center has been developing over the last five years.

Informal conversations with an assistant dean at our School of Education prompted a discussion about preparing incoming students for whom English is not a primary language and whose standardized language assessment scores were quite advanced, often well beyond the minimum requirement. Yet, in carefully listening to the concerns, I was able to identify that there was a need to address the conceptual level of mental lexicon development: what did these terms mean within the context of a U.S. school of education?

Actively listening and drawing from experience, I was able to contextualize possible solutions in very specific ways much sooner in the process. I remembered reflecting on this fact immediately as our plans to develop the program were in place. In the spirit of listening with intention, the language center instructors created an ongoing needs analysis as a tool for listening carefully to the needs of students and remaining student focused.

In her responses, Susan focuses on personal actions. From a leadership perspective, these personal actions lead to collaborative activities to create and to achieve visions. I especially like the fact that such vision building involves ongoing needs analysis. In effect, we are looking at a program design system that meets the needs of various stakeholders.

For ESP practitioners, it is very important to be able to meet the needs of stakeholders. In my own research conducted with leaders in the public, private, and academic sectors, listening was considered to be very important. Such active listening provides leaders with a framing opportunity. How are you framing your programs for your stakeholders?

Do you have questions or comments for Susan? Please feel free to contact her directly.

All the best,

from TESOL Blog http://blog.tesol.org/esp-project-leader-profile-susan-barone/

7 Common Obstacles to Writing

What are some of the obstacles that writers face? By talking to my students and other writers and by observing my own writing activities, I came up with the following list:

  • writer’s block
  • writing anxiety
  • procrastination
  • lack of confidence
  • lack of productivity
  • lack of motivation
  • perfectionism

In today’s blog, I provide online resources that discuss these writing problems and offer solutions, tips, and suggestions in order to help writers overcome these obstacles.

Writer’s Block

Sean M. Conrey & Allen Brizee. Symptoms and Cures for Writer’s Block. Purdue OWL.

This resource from the Purdue Online Writing Lab describes several symptoms of writer’s block and provides solutions to cure these symptoms.

Writing Anxiety

Writing Anxiety. The Writing Center, UNC-Chapel Hill.

This handout discusses a common writing obstacle: writing anxiety, that is, feeling pessimistic or apprehensive about writing. The article first describes several situations in which these feelings may arise. The article then provides a number of suggestions to overcome writing anxiety. They include getting support, identifying your writing strengths, understanding that writing is a complex process, thinking of yourself as an apprentice, trying new tactics when stuck, and celebrating your writing accomplishments and successes.


Paul J. Silvia. On Writing Tomorrow What You Should Have Written Last Year. APA Style Blog.

Paul Silvia gives three suggestions on how to overcome a common problem in writing (and, arguably, in many other life endeavors)—procrastination. They include working with a group of other writers, developing a habit, and establishing rewards for your writing accomplishments. In his article, Paul describes these strategies in more detail.

Lack of Confidence

Anne Lyken-Garner. How to Build Confidence in Your Writing Ability. Writers in Charge Blog.

Anne Lyken-Garner offers a few simple but helpful suggestions on how to build confidence in your writing abilities.

Lack of Productivity

Bamidele Onibalusi. 10 Productivity Tips for Writers. Writers in Charge Blog.

“Our body is capable of doing much more than it already does,” notes Bamidele, “if only we could learn to make effective use of it under the right circumstances.” Accordingly, the ten productivity tips for writers he offers may help your students create such right circumstances and be more productive in their writing activities.

Lack of Motivation

Carol Tice. How to Boost Your Sagging Motivation for Writing. How to Make a Living Writing Blog.

Although this article is geared toward freelance writers, some of the tips on how to boost writing motivation can be helpful to your students as well.


Ruthanne Reid. How to Defeat Your Perfectionism in Writing. The Write Practice Blog.

In this article, the author Ruthanne Reid discusses perfectionism not only as an obstacle for writing, but also as a dangerous writer’s quality.

from TESOL Blog http://blog.tesol.org/7-common-obstacles-to-writing/

TESOL International Events Foster Camaraderie

As I prepare for the TESOL convention in Seattle next month, I remember the first time I attended a TESOL international event. It was 2006 and I was in Washington, DC, at George Washington University to attend a workshop with my TESOL colleagues from around the world. We were to discuss the new (2005) TESOL standards.

It was wonderful to meet people from India, Africa, Switzerland, and everywhere else. As we came together, we had very different ideas of how to apply the new standards to our teaching situation at home. We shared our thoughts about each standard and planned lessons together using mathematics, science, social studies, and literature to inspire our students to mastery of language skills. I think we all left Washington grateful for the work that went into the TESOL standards and happy to have a better understanding of how to improve our student’s chances for success.

As I prepare to travel to Seattle, in that other Washington, the one where I have never been before, I look forward to the camaraderie and fellowship I have experienced at every TESOL gathering. It is truly remarkable to meet people who come from every corner of the Earth and who toil as I do helping students learn the most challenging mode of communication ever developed: that which is English.

from TESOL Blog http://blog.tesol.org/tesol-international-events-foster-camaraderie/