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English as a lingua franca unifies people
Emergence of ELF unites people, brings praise, and generates discussion on English student needs
“I’m a great believer that any tool that enhances communication has profound effects in terms of how people can learn from each other, and how they can achieve the kind of freedoms that they’re interested in.”
As more people learn English, using English as a lingua franca (ELF) has become increasingly popular. According to some estimates, the number of English language learners now outnumbers the number of native English speakers by 2-1. I recently heard a prediction at a Teachers of English to Speakers of Other Languages (TESOL) convention that China will have more fluent English speakers by 2030 than the United States.
This bold prediction about the spread of English – and the number of “fluent English speakers” illustrates the appeal of the ELF argument. What level of English do these English language learners possess? How strong are their speaking and writing skills? Can they convey their ideas, emotions, and beliefs to other English speakers and listeners?
ELF interactions “concentrate on function rather than form,” according to Wikipedia, and therefore do not emphasize correctness. For instance, saying “she write books” rather than “she writes books” works because the meaning is clear for many casual spoken interactions. Yet, clearly, the grammar remains imperfect and non-traditional. Many linguists note the prevalence of these conversations and withhold judgment about the “correctness” of this language. Consequently, ELF can be described as “airport English” or “international entry level.” Cosmopolitan cities – across the globe – have thousands of these daily discussions.
Within limited contexts and situations, this “airport English” or “taxi-driver talk” clearly works.
From my perspective, meaning matters most, and simple communication trumps perfect grammar in many contexts. ELF makes it possible for a Dutch student to ask for directions in Portugal, or for a Californian to bargain at a marketplace in Indonesia. This trend of speaking imperfect English has become a wonderful, global, and daily occurrence.
Is ELF good enough? Critics naturally fear the “degradation” of language. English – like any other living language – does change, but must we confuse “description” with
“prescription”?
I previously reviewed Robert McCrum’s Globish: , a popular primer on the growing importance of English as the global tongue of choice. It’s clear that the language once intimately linked to the British empire has become the shared property of professionals around the world.
For instance, the scientists at European Council for Nuclear Research primarily collaborate with colleagues in English–despite originating from dozens of countries where English is not the native language. It demonstrates that while ELF creates a universal feel to conversations, it is important that students continue learning further and strengthening their grasp on the English language to communicate on a more meaningful, complex level.
Do you think of English as a lingua franca? How do you see this trend in your teaching? How do you challenge your students to move beyond ELF and embrace higher, more academic standards for their English?
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‘English is Stupid’ spotlights new teaching, learning approach
Judy Thompson discusses how to overcome English as a crazy language
“English is a funny language that explains why we park our car on the driveway and drive our car on the parkway.”
ESL teacher and pronunciation maven Judy Thompson’s new book boasts a surprising title: English is Stupid. Yet as her introduction and examples unfold, she does make a compelling case. After all, why do “red”, “head” and “said” rhyme? Or how about “weight”, “ate” and “straight”? Thompson argues that English has no “clear-cut relationship” between the alphabet and sounds and therefore, teachers cannot simply lump listening and speaking with reading and writing skills when teaching. Her book introduces the “English Phonetic Alphabet” (EPA), which is composed of 40 consonant and vowel sounds, to instill a sound-based method of teaching the language. Thompson previously expounded on these principles in a Tedtalk, which I found a great supplement with the text.
Each colorful pair of pages consists of a Teacher Page and a Student Page, making this an all-in-one resource for the classroom. The two parts are split between Basic and Advanced–the first focusing primarily on pronunciation and stresses and the second on expressions and English in practice. Thompson brings her learners in a natural progression from teaching the EPA all the way through body language. This flexible, multi-level book can be used in a wide variety of levels and contexts.
Though each page is full of common examples, playful graphics and detailed distinctions, the formatting provides variety and clarity. Thompson links all sorts of ideas–sounds, syllables, conversation–without being overly complex or jumbled. Additionally, for those teachers tired of the textbooks too focused on grammar and constantly broken rules, English is Stupid is a perfect match.Thompson ridicules any sort of pattern, logic or law in the English language.
Readers of the blog know I personally discourage teachers from being very nit-picky with grammar rules; after all, fluency above all else is important for the students. Yet I disagree with Thompson’s insistence that speaking and writing in English are completely unrelated. This unorthodox perspective widens the gap between the two and risks creating a sense of defeat for English learners. Thompson’s viewpoint of the language is negative, yet, for students to really swim in English, they must want to not only learn, but also love the language.
Nonetheless, this book–and Thompson’s ideas–are far from not stupid. This insightful resource demonstrates English’ wacky manner in a persuasive manner. Even as an English teacher who seldom uses EPA and its 40 sounds, I find many of the exercises quite helpful. For instance, stress patterns often pose significant challenges for many advanced English language learners, especially from Asian countries. Thompson’s lesson addresses these issues in a clear, compelling manner. For those English students and teachers frustrated with “i before e, except after c” or the difference between “lie, lay, lied and laid”–English is Stupid is worth looking through.
Is English, in some ways, stupid? How do you help your students to overcome its craziness?
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“English in Los Angeles” inspires conversation with splashes of color
Piera Fumagalli fuses vocabulary, grammar and idioms with LA
“People cut themselves off from their ties of the old life when they come to Los Angeles. They are looking for a place where they can be free, where they can do things they couldn’t do anywhere else.”
Do you have a California dream? What about a Los Angeles dream? Many English language learners do.
The legends surrounding Los Angeles attract millions of tourists and thousands of immigrants and international students each year. Los Angeles, the “City of Angels,” boasts good weather, glamorous celebrities, great museums, and some problems. Piera Fumagalli, an energetic English instructor at California State University at Northridge (CSUN), CATESOL enthusiast and good friend, teaches intermediate language learners how to flourish in this alluring city in her book, English in Los Angeles. With a splatter of color on every page, Fumagalli skillfully guides readers through LA in two parts: Conversation and Exploration.
In general, Fumagalli’s choice of chapter topics mix broad themes in specific places. Some book activities instruct students on widely-used items, like superlatives and progressive tense, and others weave in particular destinations, like marketplaces or museums. In her Exploration section, Fumagalli starts bringing in specifics, like Native American history, Starbucks and the Getty Museum. While still throwing in several activities and highlighting important key terms, she brings light to the city’s cultural history and historical background that can’t be found in many other ELL textbooks. However, these examples and exercises can be done outside the context of LA.
Perhaps the most pleasantly striking feature is the variety; something interesting always presents itself on the next page. In the Conversation section, Fumagalli tosses in useful reference lists, realistic model conversations, engaging partner activities and vivid visual representations. California students and English teachers will greatly appreciate the practical information that can be absorbed in an attractive, captivating ESL textbook.
English in Los Angeles presents the fascinating metropolis in several lights–historically, culturally, socially, artistically, scientifically and financially. This mature approach, with many nods toward social responsibility, moves the readings and exercises beyond a superficial, celebration of Los Angeles found in many travel brochures. The magazine-like format also cloaks a subtle, yet clear, scaffolding of crucial language skills for intermediate students.
Much like my own flexible, ESL books, each assignment can easily be used on its own. I appreciate this flexibility, and many other English teachers and tutors will too. Some programs, however, might need to tweak or modify their multiskill curriculum to follow the chapters in order. Additionally, some “intermediate” assignments probably work far better in community college and university ESL programs than many adult education or intensive English programs. I did note, however, some materials while teaching at ORT, a quality intensive English program known for high standards and sometimes demanding students. (We briefly worked together at LA ORT many years ago.) The title accurately describes the book’s content, but might also unintentionally create the false impression that only English teachers and students living and working in Los Angeles will benefit from the book. I’d suggest that many English language learners in New York, Texas, and even Japan and Brazil would enjoy using this quality ESL textbook.
Yet the this wonderful book fills a real niche for Los Angeles English language programs for immigrants, international students, and summer visitors. Going beyond the usual cliches and predictable exercises, English in LA introduces Los Angeles in a compelling style. Fumagalli crafts a wonderful primer on Los Angeles with academic vocabulary, conversation topics and cultural aspects. I strongly recommend it for ESL teachers and English language programs working in our fascinating, sometimes frustrating, and always changing city.
Have you picked up English in Los Angeles yet?
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Paraphrasing is an Essential Conversation Skill!
Why English teachers should not overlook the importance of paraphrasing
“If you can’t explain it simply, you don’t understand it well enough.”
Paraphrasing matters in conversation too-especially when learning a new language!
Experienced English teachers know that students must learn paraphrasing skills to complete academic writing assignments. Likewise paraphrasing remains a vital skill for English language learners to participate in college classrooms, everyday conversations, social situations and commercial transactions.
The ability to re-phrase and re-state, usually called paraphrasing, allows English students to confirm information, accurately convey that information and avoid plagiarism problems when writing papers. As a result, paraphrasing is usually emphasized in English as a Second Language (ESL) and English as a Foreign Language (EFL) writing classes. Classes and teachers focusing on oral skills from academic presentations to simple conversations should also devote some attention to paraphrasing too.
English language students, whether university or adult and young or old, must learn to confirm information by asking clarification questions. This critical skill, crucial to effective paraphrasing, will increase their ability to collect information, avoid costly mistakes and reduce their everyday stress level. It’s also impossible to accurately paraphrase a conversation if one is confused about the meaning. Some useful phrases for a listener to ask include:
Are you saying…?
Do you mean?
What are you getting at?
If I understand you correctly, you are saying …
So you are saying… Right?
Did I get that right?
Speakers can also check to see if their group members and classmates understand their directions.
Are you with me?
Can you understand me?
Was I going too fast?
Should I rephrase that?
Do you follow?
Is that clear?
Should I repeat the directions?
Do you want me to repeat that?
Would it be better for me to repeat that?
Can I answer any questions?
Is anybody lost?
Asking advanced English students to repeat directions, in different words, can also be an effective group activity. The directions can be to a physical location (home, campus building, museum) or how to do something simple like finding a definition or sending an email. You can also extend the assignment by requesting detailed directions on a complicated procedure such as getting a driver’s license, applying for a visa or choosing a new laptop.
Furthermore, you can ask students to share an autobiographical story. Student A tells a story, and Student B retells that story with different words to Student C. This paraphrasing exercise also helps build a larger, more practical vocabulary.
Another teaching technique that I have found useful is asking students to paraphrase proverbs and quotations. This exercise, done in groups of two, often finishes with asking if students agree or disagree with the specific proverb or quotation. Of course, students have to give a reason and/or an example to support their answers. ESL tutors and English teachers lucky to have small classes can elaborate on this technique to match student interests.
If English students can accurately paraphrase a reading, a radio segment, or a verbal statement, they can actively participate in common conversations and classroom discussions. Many English teachers underestimate the importance of this skill, and assume students understand it more than they might. Verbal paraphrasing activities allow both students and teachers to assess listening comprehension skills in a natural, authentic manner.
Therefore, verbal paraphrasing deserves more attention in speaking activities – especially in high intermediate and advanced levels! Don’t you agree?
What techniques or exercises do you use to improve paraphrasing skills?
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Reflections from Fourth of July, Independence Day
Drawing inspiration from the American holiday
“I have sworn upon the altar of god eternal hostility against every form of tyranny over the mind of man.”
Every year Americans celebrate the Fourth of July in honor of the Declaration of Independence and the eventual birth of the United States. I find it a delightful conversation piece in my classrooms for many reasons. After all, students from other nations are often eager to learn more about the history of the United States. Additionally, discussion of principles like independence, freedom and democracy always sparks engaging debate. This year, I’ve assembled some great resources to supplement discussing Independence Day in the classroom.
For instance, the July edition of the Easy English Times, edited by Lorraine Ruston and published by Betty Malmgren, features several American-themed pieces including the front-pager “Symbols of America.” There are also a few pieces on immigration and presidents. Of course, I’m also pleased to see an excerpt from Compelling Conversations on page 6 on American Culture.
With respect to the Fourth of the July, I found American historian Kenneth C. Davis’ TedEd, “What you might not know about the Declaration of Independence” thought-provoking. It’s a great conversation starter on the topic of freedom and if all Americans truly obtained it in 1776. Davis, the best-selling author of “Don’t Know Much About History”, clearly follows Frederick Douglass’ classic “What the Fourth of July Means to American Slave.”
One final resource I like is the Constitution Center, and its section on the Bill of Rights. Conversation about the Declaration of Independence opens a door to its followers–the Constitution and the subsequent amendments. Though not specifically for ESL classrooms, the activities, particularly the “Creating Your Own Flag” one, balance the celebration of patriotism and diversity.
How was your Fourth of July weekend? How will you discuss independence, freedom and the history of the United States in your classroom?
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