Hi all,
A big thank you to everyone for your support over the past two years. Realizing that this blog keeps growing and that the options for making it navigable with blogger are diminishing week by week, I've moved over to WordPress. I hope this doesn't cause any unnecessary inconvenience.
The original article you are looking for is below this short message. After reading, if you have a moment to check out the new (and hardly changed) "The Other Things Matter", please drop in. Would love to hear from you.
670 words total
93.3% of words within GSL. (97.9% excluding proper nouns)
Flesch Kincaid Reading Ease Score: 93.2
Flesch Kincaid Grade Level: 2.7
Her name was Mari, but everyone in town called her Strawberry Girl. She had a small face and her nose wrinkled when she got angry. As a child, she had picked strawberries freely from the neighbors’ fields. She had eaten until her lips were a deep red. Most of the people in town were farmers, but Mari’s family did not grow anything. Her father was a high school teacher. Her mother was a nurse. And from Monday, Mari was going to live in Tokyo and start her life as a university student.
When Mari had turned eleven years old, she had started working on the neighbor’s farm in the summer. She had helped pick strawberries. She had been careful with the fruit, twisting and pulling it from the plant gently. At the end of the day, Mari’s ankles had been stained green and her face deep brown from the sun. She had worked every summer until she had turned fifteen. That summer, her parents had sent her to a special school so she could study for the university entrance examinations. At the time, Mari had thought it had been a kind of punishment. She had not been able to see what a test, so far in the future, had to do with her summers in the fields.
On the Saturday before Mari left for university, Mr. Yamada, the neighbor, was waiting for Mari and her mother at the gate. His hair was white. He had small lines all around his eyes. It was early morning, but the sun was already hot. Mari wore long white gloves to protect her skin. She and her mother wore large straw hats. Mr. Yamada smiled and handed them each a large basket. Mari’s mother tried to give him some money, but Mr. Yamada just laughed until Mari’s mother put the money back in her pocket. He said, “Our Strawberry Girl’s going away.”
Mari showed her mother how to pick the strawberries, but her mother was no good at it. Her mother pulled hard and the fruit broke free of the stem. Mari explained how the fruit ripened too quickly with no stem. Her mother called her, “Professor Strawberry Girl.” Her mother bent from the waste to pick the fruit. She ate more strawberries than she picked. Mari never bent over. Instead, she kneeled down in front of a plant and picked only the largest, reddest fruit. She slowly filled her basket. The sun warmed her head through her hat. Somewhere, two birds were singing to each other. She thought about the cake she was going to make in the evening.
Someone called her name. No, not her name. Someone called out, “Strawberry Girl, Strawberry Girl.” It was Mr. Yamada’s youngest son. He ran easily across the field. He stopped in front of Mari and her mother and held something out to them. It was a red and white can of condensed milk. The boy was wearing an old blue hat. His skin was very dark. His teeth were very white. He told Mari’s mother to put the condensed milk on the strawberries if she liked sweet things. The boy swept his hand out across the field. “Eat as many as you like,” he said. He ran off. Mari waited for him to look back, but he just kept running.
Mari poured some milk onto a strawberry for her mother. The white of the cream was shocking against the deep red of the fruit. Her mother tasted it and clapped her hands in delight. Mari put a drop of white onto a strawberry for herself. She took a bite. But it tasted sour. It was the taste of something still green inside. The taste of something not quite ready.
Mari didn’t make a cake that night. She said she felt tired from being out in the sun for so long. She went to Tokyo on Saturday, a day earlier than planned. She left all the strawberries on the kitchen table. There were too many for her mother to eat. Some went bad in an early April heat wave.
because if you tried to count up all the things that affected learning in a classroom, you'd need a million million fingers (and you'd still probably fall way short )
Wednesday, March 28, 2012
Tuesday, March 27, 2012
(Please) Read my lips
Hi all,
A big thank you to everyone for your support over the past two years. Realizing that this blog keeps growing and that the options for making it navigable with blogger are diminishing week by week, I've moved over to WordPress. I hope this doesn't cause any unnecessary inconvenience.
The original article you are looking for is below this short message. After reading, if you have a moment to check out the new (and hardly changed) "The Other Things Matter", please drop in. Would love to hear from you.
And a big thank you to the IATEFL bloggers for lowering my almost incapacitating sense of jealousy at not being in Glasgow. Must reads include, but are not limited to:
If you have any other good ones, please let me know.
A big thank you to everyone for your support over the past two years. Realizing that this blog keeps growing and that the options for making it navigable with blogger are diminishing week by week, I've moved over to WordPress. I hope this doesn't cause any unnecessary inconvenience.
The original article you are looking for is below this short message. After reading, if you have a moment to check out the new (and hardly changed) "The Other Things Matter", please drop in. Would love to hear from you.
Lately I’ve been thinking about redundancy, again. Maybe it’s the fact that only after reading a bunch of tweets about an IATEFL presentation, moving on to 2 or 3 blogs about that same presentation, and finishing up with the actual video do I feel like I have some sense of what was actually happening. Redundancy, even that vaguely annoying verbal kind where we think, “I know, I know,” is not a glitch in communication, but one of the ways meaning emerges from a communicative experience.
There’s a lot of tricks to bringing redundancy into the classroom. One of the most used is stories that come with a story-board. But in conversation, the most natural forms of redundancy are gestures, facial expression and simply saying the same thing over and over again. When I talk with my grandmother on the phone, I have no idea how often she is waiving her hands about but I would peg her verbal redundancy level at about 80%. I sometimes get the feeling that she thinks I’m pretty thick. I recently read an article about the optimum background noise level for lip reading. Turns out people are pretty excellent lip readers. And when the noise level is pumped up just right, people’s lip reading skills peak. Too noisy and you just give up. Too quiet and you focus on the actual words.
So a few months ago, I decided to check with my students and see if they used lip reading at all when it came to understanding English. It wasn’t the most scientific of methods. I just talked and dropped my voice so that students couldn’t catch what I was saying unless they were looking at my lips moving. Unfortunately, the more serious students were taking notes, so there was no way for them to notice anything but the fact that my voice had suddenly cut out. The other problem, as identified by Ayano Sueyoshi and Debra Hardison, is cultural. It’s kind of rude to look people full on in the face when talking in Japan . That coupled with the fact that many Japanese learners of English are shy or nervous when engaging in English conversation makes the whole lip reading thing relatively rare.
So I wanted to help my students get some idea of how useful lip reading could actually be. Luckily, I was team teaching, so Scott, my partner in crime, wrote down one thing he did during the weekend on a sheet of paper. Then I told the class to make a lot of noise while Scott was answering my question. I asked Scott, “What did you do this weekend?” The students started hollering. Scott talked in a pretty low voice. I turned to the class and said, “Scott cooked spaghetti.” Then Scott showed the note to the class. Turned out Scott had cooked spaghetti. Cue students’ gasps of surprise. Or at least some mild, “wow”s here and there.
From there we watched a few Charlie Chaplin clips. The end of the “The Lion’s Cage” was pretty fruitful. I happened to have a large copy of Adrian Underhill ’s phonetic alphabet from Sound Foundations. We used it to identify the shape of the mouth and position of the tongue for “c”, “d”, “m”, “n”, and “w”. Then students did their own lip-reading sleuthing game. Every student wrote down three things they had done over the weekend. I blasted some music. And relying on lip-reading skills, they tried to guess what their partner had answered. Some of the students were spot-on. Especially when they were talking to a friend and had some kind of context about how their partner usually spent a weekend. And some students were just so far off that they would explode in laughter. Whenever someone started cracking up, I would rush over, hand them a marker and get them to jot down what they thought their pratner had said and the actual sentence up on the board. Unfortunately, these were the only two I wrote down in my class notes:
“I went to Osaka ” became “I slept with Ohashi.”
“Nothing special” turned into “Nothing is pizza”
I carried the lip-reading over into my warm-up activities for the rest of the week. I read excerpts like the following from Stories for Young Readers, lowering my voice to a whisper when I hit the bolded words:
This is Keiko. She lives in Osaka . She is twenty-two years old. She speaks Japanese. She studies English…
I tried to make lip-reading a small part of lessons for the rest of the semester, especially during fluency practice. I wish I had some kind of amazing data to throw out here. But lip-reading was just one small part of what was happening in my classes at the end of the school year. All I have is my own anecdotal evidence. What I can say without a doubt is that students stopped taking notes during the warm-up exercises. Which is great. No matter how many times I had asked them not to take notes during warm-up exercises in the past, they had just ignored me. And I do think there was less looking down in general during conversation practices. Next year I am going to introduce lip-reading skills linked to phonology right from the beginning of the course. And I will collect some hard data to see if there is any there there to back up my hunch. Because after all, without some more hard information, it might just be a lot of “nothing is pizza” for all I know.
Refrences:
Sueyoshi, A. & Hardison, D. (2005). “The Role of Gestures and Facial Cues in Second Language Listening Comprehension”. Language Laerning (55) 4, pp. 661-699
Ma WJ, Zhou X, Ross LA, Foxe JJ, Parra LC (2009) “Lip-Reading Aids Word Recognition Most in Moderate Noise: A Bayesian Explanation Using High-Dimensional Feature Space”. PLoS ONE 4(3)
Kinney, R. & Kinney, D. (2003). Stories for Young Readers. Kinney Brothers Publishing: Saitama , Japan
Underhill, A. (1994). Sound Foundations. Macmillan Publishers: Oxford
If you have any other good ones, please let me know.
Labels:
lip-reading,
phonetics,
phonology,
redundancy
Friday, March 23, 2012
How to Float...fiction for ELLs
Hi all,
A big thank you to everyone for your support over the past two years. Realizing that this blog keeps growing and that the options for making it navigable with blogger are diminishing week by week, I've moved over to WordPress. I hope this doesn't cause any unnecessary inconvenience.
The original article you are looking for is below this short message. After reading, if you have a moment to check out the new (and hardly changed) "The Other Things Matter", please drop in. Would love to hear from you.
A big thank you to everyone for your support over the past two years. Realizing that this blog keeps growing and that the options for making it navigable with blogger are diminishing week by week, I've moved over to WordPress. I hope this doesn't cause any unnecessary inconvenience.
The original article you are looking for is below this short message. After reading, if you have a moment to check out the new (and hardly changed) "The Other Things Matter", please drop in. Would love to hear from you.
Today, trying to find something useful to do while
students are away for spring break, I hopped on Twitter. Twitter always has a link or a comment
that makes me feel like I didn't just waste an hour. Especially with all of the IATEFL material being made available. Still, I was in a funk after a
while. I wanted to do something
for my students. I'm not a big
materials kind of guy. I can't
draw, don't like crafts, and try to get my students to either bring in or make
most of what we use in class. But
Michael Griffin sent me a
timely tweet. Went something
exactly like this: "I wonder if you have considered writing books for
ELLs. Not textbooks perse but
creative fiction pitched at a certain level." So I decided to give it a try. I find that it's the higher level beginners that I have the
most trouble finding genuinely interesting materials for, especially
fiction. So with that in mind I
wrote the following story. It
includes the Flesh-Kincaid Grade Level and Reading Ease Score. As you're reading take a moment and try
and gauge how difficult you think the story would be for your students. Feel free to copy and paste the text
and use it however you would like.
If anyone has any ideas for interesting ways to work with the text in
class, suggestions would be much appreciated as well.
OK, on to the story…
How To Float
There is a town I know.
It is not a big town. Actually, it is quite small. In every
way, it is a very ordinary town. There are 2 convenience stores.
There is a library with a large collection of thick and serious books.
There is an old handmade ice-cream
shop. And the people who live in the town seem ordinary when you first
meet them. They smile and say, “Good morning,” in the morning. They
wave and say, “See you later,” at the end of the day. They wear blue
jeans and t-shirts and laugh at jokes. But for all of that, they are
quite different from you and me. The people in the town are always
floating an inch or two off the ground. They float, but the people of the
town cannot fly. At least I have never seen them fly. They just
float above the sidewalk. And only a little. It is very easy to
notice them floating when they get on a bus. Instead of climbing the
stairs, they just float up into the bus. I lived in the town for one
year. I was a science teacher at the high school. Every day I went
to school and taught my science classes. One day, I asked my best
student, Chad, why all the people in town floated. He was a clever boy
with light brown hair and lots of freckles on his nose. He laughed and
said he didn’t know. I hoped that if I lived in the town, if I drank the
town’s water, if I made friends with people in the town, I would start to
float, too. But I never did. After one year my girlfriend and I
decided to get married. She lived in New York. So I moved.
Before I moved, Chad gave me a letter, but said I shouldn’t open it until
I was married. The day after my wedding I pulled out the letter and read
it. It said, “We float, because we know this town is our only home.
We float because we know that we will never leave. That is the
secret.” I looked across the table at my new wife. I thought about
my new life. I knew just what Chad meant.
96.88% of words within
GSL. (97.9% excluding proper
nouns)
Flesh-Kincaid grade level:
4
Flesch-Kincaid Reading Ease
Score: 81
Thursday, March 22, 2012
A Glass of Humility
Hi all,
A big thank you to everyone for your support over the past two years. Realizing that this blog keeps growing and that the options for making it navigable with blogger are diminishing week by week, I've moved over to WordPress. I hope this doesn't cause any unnecessary inconvenience.
The original article you are looking for is below this short message. After reading, if you have a moment to check out the new (and hardly changed) "The Other Things Matter", please drop in. Would love to hear from you.
A big thank you to everyone for your support over the past two years. Realizing that this blog keeps growing and that the options for making it navigable with blogger are diminishing week by week, I've moved over to WordPress. I hope this doesn't cause any unnecessary inconvenience.
The original article you are looking for is below this short message. After reading, if you have a moment to check out the new (and hardly changed) "The Other Things Matter", please drop in. Would love to hear from you.
The other day I was having dinner and a drink with my wife at our favorite Izakaya. It’s a small place, with a long bar and one table tucked up in the back corner. One of the regulars, Mr. Yamada, invited us to join him at the back table. He had just been to northern Kyoto and had a small brown bottle of sake set down on the table. Mr. Yamada always wears a tie and his gold watch peeks out now and again from his cuffs. He is, in short, something of a dandy and he knows how to use a smile to effect. We sat around and drank the sake, which was slightly bubbly, like some kind of laid-back champagne, and the world got warm and fuzzy the way it will when you are eating small bites of chicken roasted over charcoal and dripping with fat and talking about nothing in particular.
The master of the restaurant came and joined us, so in addition to sake we were plied with mug after mug of Asahi beer. The master, Kanpachi Papa, has had a long and passionate love affair with English. He bought a Mustang after graduating from high school and likes to talk about how he would drive up and down the strip in Osaka while listening to American songs playing over the radio. For two years or so, I had the pleasure of teaching him English. He took careful notes, spoke in frenzied bursts of English which carried over into drinking sessions at his Izakaya, and then he would put his notebook away and let all that hard-earned English fade away over the course of the week. I moved on to a new job and a house out in the suburbs and Kanpachi Papa moved on to working on his golf-game. Which is all well and good because when you are getting nice and drunk, it can sometimes be awkward to suddenly realize that it is indeed your student who is sitting at the table with you.
The night followed a familiar arc. We ate spicy chijimi that burned my mouth in a way that perfectly matched a cold beer. My wife had just enough to drink to break out her Korean. Mr. Yamada and Kanpachi Papa, who had both picked up Korean living in a Korean neighborhood in Japan , peppered her with new phrases which she jotted down in her daily planner. And then Kanpachi Papa pulled out his new Hawaiian driver’s license. Seems he had read that you could take the driving test while on vacation, so he withdrew a pile of money from the bank, hopped on a plane and went to the DMV in Honolulu .
“I failed the first test,” He said. “I just couldn’t get used to driving on the other side of the road.”
Mr. Yamada laughed and said, “Yeah, so he needed to change his plane ticket and have his wife wire him more cash.”
My wife said something in Korean, which might have been, “That’s too bad,” but was obviously the right phrase at the right time as she was wildly applauded by both Mr. Yamada and Kanpachi Papa.
Kanpachi Papa passed the test one week latter. He passed the license around. The smile in the picture made me want to market satisfaction as a kind of toothpaste.
It must have been around 10 PM or so when we stopped drinking. The other regulars had drifted home and it was just the four of us. The sake was long gone. My wife was now speaking in full Korean sentences. Mr. Yamada suddenly said to me, “I was in my university’s
English Speaking Circle .” I had heard rumors that Mr. Yamada spoke English, but this was the first time he had actually talked to me in anything other than Japanese or Korean. “My sempai made me go toKyoto and talk to foreigners. I didn’t know what to say, so I would say, ‘Hello. Nice to meet you. My name is Kazuki Yamada.’ I introduced myself to maybe a hundred foreigners over two year.” His beer glass was empty, but he picked it up and looked at it as if it was full of something before setting it back down. “The people I talked to always complimented me. They always said, ‘Your English is great! Keep studying.’ So I did.”
English Speaking Circle .” I had heard rumors that Mr. Yamada spoke English, but this was the first time he had actually talked to me in anything other than Japanese or Korean. “My sempai made me go to
I’m an English teacher. My job is to teach English. But what I do in my classes is tied to my students’ language learning by the thinnest of threads. A parade of foreigners in Kyoto , a Hawaiian driver’s license, ordering beer and talking about food in Korean. In the end, it’s the ways people find to make a language their own that matters. Before we left the Izakaya, Kanpachi Papa told me that if it hadn’t been for my classes, he wouldn’t have been able to fill out the paperwork and answer the questions during the driving exam. It was a generous thing for him to say.
By the time my wife and I got off the train, our heads were pretty clear. We held hands and walked back to our house. It was a cold March evening, not much to let us know that spring was on its way. In Korean my wife said to me, “The beer was delicious.” I couldn’t have agreed with her more.
Sunday, March 18, 2012
How does your 'g-a-r-d-e-n' grow?
Hi all,
A big thank you to everyone for your support over the past two years. Realizing that this blog keeps growing and that the options for making it navigable with blogger are diminishing week by week, I've moved over to WordPress. I hope this doesn't cause any unnecessary inconvenience.
The original article you are looking for is below this short message. After reading, if you have a moment to check out the new (and hardly changed) "The Other Things Matter", please drop in. Would love to hear from you.
A big thank you to everyone for your support over the past two years. Realizing that this blog keeps growing and that the options for making it navigable with blogger are diminishing week by week, I've moved over to WordPress. I hope this doesn't cause any unnecessary inconvenience.
The original article you are looking for is below this short message. After reading, if you have a moment to check out the new (and hardly changed) "The Other Things Matter", please drop in. Would love to hear from you.
This year I did a short survey with the first year students who are planning to enter the International Course from April. The first part of the survey consisted of 10 questions checking frequency around things like how often a student uses a dictionary when reading in English, if they study materials other than those assigned by the teacher, and how often they attempt to use new language outside of the classroom. Those answers left me sobbing and cradling my head in abject misery were pretty much what I expected. Most of my students did not attend junior high school, so I spend a lot of time teaching basic study skills. It was the follow up interview that left me with the feeling that I needed to dig up the garden of next year’s curriculum and do some quick replanting.
Over the course of 5 days, I interviewed 17 students and asked all of them, “What’s the most difficult thing for you when it comes to studying English?” 5 out of the 17 students gave an answer along the lines of, “When I read a word on the page, I often don’t know how to pronounce it, so I don’t know that I know the word unless I look it up in the dictionary.” One student even gave the specific, if slightly scary example of the word ‘k - i - l - l - e - d' which he came across in a graded reader mystery. And like many of the students, he seemed pretty ticked off that English isn’t easier to read. As if there was something personal about how the letters on the page don’t line up with the sounds in his head. And I can’t blame him. I spent the first 30 years of my life mispronouncing ‘chasm’.
The students’ answers led me to a thicket of further questions:
- How did students acquire the vocabulary without also acquiring knowledge of its written form?
- Is there really such a large disconnect between the students receptive oral and receptive reading vocabulary?
- Does the process of looking up a word only to find you already know it leave my students feeling elated at the vocabulary they already have in-hand or depressed at not recognizing what they know?
- How can I help students connect form and phonetics?
- Can skills to infer meaning make up for phonetic/spelling issues?
I think there are a bunch of simple answers to these questions, like teach students to use the pronunciation button on the bottom corner of their dictionaries, look at the written word, repeat until finger hurts. And there are more time consuming answers such as teaching the IPA. I’ve got two ideas I’m think about playing with. The first is to use more shadowing exercises in reading classes. The other is to do dramatic readings of written texts. But helping the students after they join the International Course, while necessary, doesn’t really solve the underlying problem of the form/phonetic disconnect. Are my students unique? Or is this just one of the relatively reasonable outcomes of shifting to a more spoken/conversation based curriculum? Is this part of what happens when a move to ELF cuts down on pron work in class?
Spring is on its way. Even here in Japan . There’s a nice pool of afternoon sunlight coming in through the window. I’m going to pick up Adrian Underhill ’s Sound Foundations and start rereading. I’m thinking a generous sprinkling of lively pronunciation activities in the first year reading classes is in order. Maybe that’s just the fertilizer I need to help students’ vocabularies grow and spill out from one skill group into another.
Refrences:
Nakanishi, T. & Ueda, A. (2011). “Extensive Reading and the Effect of Shadowing.” Reading in a Foreign Language (23) 1 pp. 1-6.
Ng, P. (2012). “Dramatising the EFL classroom through Reader’s Theater”. The Language Teacher ((36) 2 pp. 28-29.
Underhill, A. (1994). Sound Foundations. Oxford : Macmillan Publishers.
Image from Project Gutenburg eBook of The Little Mother Goose by Jessie Willcox Smith (http://www.gutenberg.org/files/20511/20511-h/20511-h.htm)
Image from Project Gutenburg eBook of The Little Mother Goose by Jessie Willcox Smith (http://www.gutenberg.org/files/20511/20511-h/20511-h.htm)
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