N is for Note-taking*

Ken BeattyDr. Ken Beatty

“Now, remember, don’t tip your hat to another witch unless she tips hers first—you’re still an apprentice. And if you should come across some fellweed, be sure to pick it, but only if it’s the four-leaf variety. The five-leaf kind will rot your fingers.”

“Yes, Grandma.”

Mason made a mental note not to touch anything with five leaves.

Cowel made a mental note not to touch anything. (Anderson, 2007)

I can’t remember the book in which I first read the term mental note, but I remember the author used it excessively. My 12-year-old self was following the adventures of some junior adventurer who used these mental notes as a cheap plot device to foreshadow further adventures and drum up anticipation. But I found the idea enchanting: my own brain could hide a secret vault brimming with my wild ideas.

Now, like all adults, I find my secret mental vault over-stuffed and increasingly less secure with short-term memories more susceptible to decay, and my ability to retrieve mental notes is sometimes akin to reading words written in smoke. To compensate, I make lists, sometimes on paper and sometimes on my laptop. I flirt with phone apps that promise to organize my notes for me, but generally find them unwieldy. Continue reading

How the International Phonetic Alphabet
Can Help Us Teach Pronunciation

John_Caine

Professor John Caine
SUNY, Suffolk Community College

How can we teach students to begin mastering the art of pronunciation autonomously? There is a very helpful tool that can be utilized in classrooms, one we may not be familiar with or may not have thought of using: the International Phonetic Alphabet (IPA). This resource is especially useful when helping students with consonants.

Here is what the IPA gives us to help us distinguish consonant sound formation. At first look you may ask, as I did, what does all this mean and how can this help me? One good reason to understand the IPA is that many dictionaries use the IPA symbols. So let’s take a minute to understand how to interpret this chart. First, see how it’s organized.

IPA chart

(Wondering what pulmonic means? Of course you are, you teach English. The Wikipedia definition is: A pulmonic consonant is a consonant produced by air pressure from the lungs, as opposed to ejective, implosive, and click consonants.)

Most languages have only pulmonic consonants.

The IPA helps us with three important areas: place of articulation, manner of articulation, and voicing.

The basics are: In order to make sounds, we need to manipulate the structure of our mouth, tongue, teeth, and throat. We produce different sounds by manipulating our mouth, tongue, teeth, and throat to various places to induce some type of obstruction in the airflow. The various obstructions help produce the various sounds.

Place of articulation has two categories: Active and Passive Articulators. These are listed on the chart as Bilabial, Labiodental, Dental, Alveolar, Postalveolar, Retroflex, Palatal, Velar, Uvular, Pharyngeal, and Glottal Consonants. These various airflow obstructions are all listed at the top of the IPA chart. Thank goodness not all of these are needed in the English language! But, we should be aware that these do exist in other languages, some of which may be the native languages of our English language learners.

Next is manner of articulation, which is listed on the left-hand side of the chart. This tells us how much airflow is being obstructed. Near total obstruction is listed at the top and a minimal amount near the bottom.

Let’s start with the second from the top, nasal, because many of us have used exaggerated examples of nasal. If we say the word nasal, we are diverting the air totally from the throat directly through the nose to produce the “n” sound. Nice! Now try “m.” You’ll notice that some of the air flows into the closed mouth before exiting through the nose. The tongue, lips, and teeth are positioned differently: meditate, moving, muscles.

Now let’s try plosives. Plosives stop the airflow altogether and allow pressure to build up and then be released in an “explosive” manner. English has six plosive consonants: p, b, t, d, k, and g.

Finally, we have voicing. Voicing is the differentiation between similarities of place and manner. For example, let’s take the consonants p and b. We produce both consonants using the same place and manner structures. However, p and b are differentiated by the production of a non-vibrated p and a slightly vibrated b. Try it. Say both consonants and feel the difference in your throat. In class, have your students try the same exercise. Continue reading

J is for Jokes

Ken BeattyDr. Ken Beatty

It felt like hours.

The joke my student was trying to tell perhaps took no more than three or four minutes, but it involved many clarification moves on my part (“I’m sorry, do you mean …?”) and repair moves on his part, hesitating, saying the wrong word, and then backing up to explain (“I mean ….”). At the end of it all, the disjointed story (“Oh, before that, I meant to say ….”) coalesced into an anecdote he’d read about a diner receiving a free meal at a restaurant after finding a cockroach in his soup. Afterward, the apologetic server humbly escorts the diner to the door and helps him with his coat when, unfortunately for the diner, a bottle full of cockroaches spills from the coat’s pocket.

I smiled weakly and nodded, but the student was far from finished; he felt compelled to explain the obvious: the bottle meant that the diner doubtlessly made a regular practice of obtaining free meals by this same deception. I nodded again, then gently steered the conversation back to the topic of the class.

Plateaus of language learning ascend from a base of knowing a few words and phrases, to asking yes/no and simple information questions, to using language to learn more about language (“How do you say ____ in English?”). Above those plateaus tower the mountains of dreaming in the target language and making jokes.

In part, jokes are challenging because they may violate some or all of Grice’s (1975) four maxims of how to best share information, summarized below:

Quantity—be concise
Quality—be accurate and truthful
Relation—be relevant
Manner—be clear, brief, and orderly

In the case of my student, there were several impediments to his telling the joke successfully. I suspect he hadn’t mentally rehearsed the story in English and was translating on the fly, so he was not concise. He did not have all the necessary vocabulary items at his disposal, so he was not accurate. In a conversation one expects a speaker to be truthful although in a joke the opposite is often true. But the context—or setup—usually needs to establish the fact that a joke is to follow, as with a well-known opening phrase like, “Three ____ walk into a bar and ….” This is akin to recognizing that the phrase “Once upon a time” signals the start of a fairy tale.

Alternatively, a joke might be introduced with a phrase such as, “Have you heard the one about ….” But the student did neither, so there was nothing to indicate that my class or I should suspend disbelief and understand that an untruthful story was being told for amusement. In the context of the classroom where the joke was delivered, I would have expected the student’s talk to focus on the learning of English as a second language, so it didn’t appear relevant. And because he rambled, he wasn’t clear, brief, or orderly.

However, many forms of jokes can be exploited in various ways in the language classroom. Continue reading

Picture It: A Drawing-Based Pre-Reading Activity

 2013_Heyer_Sandra Sandra Heyer
In the last newsletter, I shared drawing tips that make it possible for any teacher, even one as inept at drawing as I am, to convey meaning with simple sketches on the board. In this newsletter, I’ll share some ideas for making drawings the centerpiece of a pre-reading activity.
Many textbooks at the lowest levels have pre-reading drawings built right into the book. For example, each unit at the Very Easy and Easy levels in the True Stories reading series begins with comic-strip-style drawings like those below, which are from Unit 11 in All New Easy True Stories. (The story, titled “The Best Doctor,” is about a woman in Alaska whose knee problem was finally resolved after she was chased by a bear.)
Sandra_Heyer_Feb1Appropriately, textbooks beyond the entry levels do not give students the extensive visual support that picture-based readers do; however, I have found that students above the first levels still benefit from seeing just a few drawings before they read. Where do I find these drawings? I sketch them myself on the board, using drawing tips I learned from the late Norma Shapiro and from her resource book Chalk Talks. I’ve seen the positive effects of this picture-based approach so many times that now I always preview a reading selection with drawings.
How does the preview work? I simply tell students the beginning of the story they’re going to read, all the while drawing simple illustrations on the board. (I usually draw about five sketches.) For example, Unit 10 in the Beginning-level reader True Stories in the News, “Love or Baseball,” is about a guy named Joe who fakes a broken leg to get out of taking his girlfriend to a dance; he’s a baseball fan, and his favorite team is playing in the World Series the night of the dance. I set up the reading with sketches like these:
Sandra_Heyer_Feb2
The key to this technique’s success is to tell just enough of the story to set the stage for the reading selection but stop short of giving the story ending away, ideally stopping at a “cliff-hanger” point. In the case of “Love or Baseball,” I don’t tell my students how Joe manages to fake a broken leg or how his scheme works out for him—they read the story to find out.
You might also want to try these variations of the basic technique: Continue reading

Teaching Consonant Blends, Digraphs, and Trigraphs

John_Caine
Professor John Caine
SUNY, Suffolk Community College

More than any other request, my students ask me to help them with pronunciation and vocabulary. After my first few semesters, I realized that a key factor in helping them was to start with consonant blends.

A consonant blend (also called a consonant cluster) is a group of two or three consonants in words that makes a distinct consonant sound, such as bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, qu, sc, sk, sl, sm, sn, sp, st, sw, tr, and tw, We can group these into “l” and “r” blends, which are the most frequent and convenient to categorize.

A digraph is a single sound, or phoneme, that is represented by two letters. A trigraph is a phoneme that consists of three letters.

Consonant digraphs include ch, ck, gh, kn, mb, ng, ph, sh, th, wh, and wr. Some of these create a new sound, as in ch, sh, and th. Some, however, are just different spellings for already familiar sounds. Some consonants have “silent partners”: for example gh is a different spelling for “f” and mb is “m” while wr is still the “r” sound.

Sometimes reframing the concept in familiar terms lowers the affective filter encouraging self-scaffolding. Our goal is to encourage students to use the language they’re learning, and making the language fun to use is a great way to do that. Blends are fairly straightforward because they keep their phonemic structure. But sometimes helping students to vocalize these blends can be daunting. Teaching decoding helps them recognize and form new words.

But, there are so many blends and digraphs in English. Where to begin? Ah, the one reliable go-to connection for teaching—food. This is something familiar, something students can relate to, and something they can practice using since they come in contact with these items every day. Continue reading