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Dwell in Possibility: Discussing Books Enlivens ESL Classes
“A word is dead when it is said, some say.
I say it just begins to live that day.”
Emily Dickinson
Cheap pleasures can sometimes be the most satisfying.
Reading, an activity that often costs nothing, falls into that category. Reading provides many pleasures and many insights. So does talking about reading.
Following a December ritual, I’ve been reviewing the year and find many reasons for satisfaction. Co-writing a monthly column called “Instant Conversation Activity” in the newspaper Easy English Times makes the list for the third straight year. Each monthly newspaper column in the Easy English Times, modifies and expands a thematic chapter from Compelling Conversations, an advanced ESL textbook, for lower level English language learners. The August issue, for example, talked about watching television and favorite programs; the November 2010 issue celebrated the American tradition of choosing leaders in elections. (Immigrants, refugees, new citizens, and potential citizens often appreciate voting while too many American citizens fall into apathy.) It’s an honor to have the lessons used in ESL, EL/Civics, and literacy classes.
In reviewing the 2010 clips, however, my favorite column this year remains “Reading Pleasures and Tastes.”
Reading can be a great – and overlooked – pleasure. Reading allows us to imagine life in distant lands and times – and better understand our own lives and climates. It broadens our imagination, highlights absurd situations, shows new possibilities, and can deepen our sympathy. Since urban Californian classrooms often resemble a mini-United Nations, reading provides a passport to better understand our classmates and our ever-changing world. .
Yet too few American adults – including adult education students – allow themselves the pleasure of reading books and newspapers in English. We can see and hear on adult school campuses how the inability to read causes real problems. We know the many studies that document the links between illiteracy, poverty, and criminal activity. One reason might be that reading builds empathy and instills information. Reading can also provide solace, inspiration, and perspective. Celebrating the pleasure and power of reading to the Easy English Times column audience, including adult immigrants, GED students and some prisoners, seems appropriate. Perhaps it could have been called “Three Cheers for Reading – Even if Life is Hard.”
Yet I also like the Reading Pleasures column because discussing books has created some of my most poignant classroom moments. During a decade of teaching advanced adult ESL, we often read short stories, memorized proverbs, and wrote about living in Los Angeles and Santa Monica. Many ESL students also demonstrated their passion for literature. A Polish student sought help translating romantic poems, a Mexican immigrant constantly recited lines from Cervantes, and an Iranian woman journalist discussed her fear of reading banned books – even while in the United States.. Reading matters and transcends borders.
Let me give another example from a global classroom with a dozen or so different best languages. Each evening we would have a “brave volunteer” give a short oral presentation at 8:30 as a closing activity. I wanted everyone to be a volunteer, but I left the choice of presenting to students. Some students introduced their hometowns, a few gave product reviews, and many recommended movies. Topics and styles varied.
One night an older Korean woman gave an eloquent, moving book review of To Kill A Mockingbird that combined personal biography and literary criticism. Chloe, not her real name, began smiling because she had just finished rereading her favorite book in its original language – English. She joked about how long it took, but she had patience. Chloe went on to confess that she often had racist feelings like some ugly characters in the novel. “But I learned from the noble character too”. Chloe stated that living in Santa Monica and studying English she had learned to overcome racism. Her daughter was going to marry a non-Korean – something once unthinkable. Then, returning to the novel, she concluded by quoting her favorite character. “I think there’s just one kind of folks. Folks. ” Her daughter visited our class that night, and cried. She was not alone. Powerful. Poignant. Unforgettable.
Reading remains a great pleasure and a helpful guide. Literature can also enliven our ESL classrooms, and discussing our favorite books opens up new possibilities. The humanities should be for everyone – including English language learners. Let us, as Emily Dickinson advised, “dwell in possibility” and bring more literature into our English classrooms.
Ask more. Know more. Share more.
Create Compelling Conversations.
Conversation Tip #10: What brings you here?
Sometimes a simple, flexible question can create compelling conversations.
“What brings you here?” remains one of my personal favorites.
Many job interview experts like this question because it allows applicants to explain their motives. In fact, the open-ended question almost forces applicants to clearly focus on their goals. The question works even better for far less stressful situations ranging from social gatherings and casual chit-chats to informal introductions. “What brings you here?” indicates curiosity and openness.
The question encourages the listener to take control. They can give a short answer such “I’m looking for information/a quality position/new friends”. They can also give a longer, more personal response. On job interviews, managers sometimes use the question to see how if applicants can confidently assert their career ambitions.
That’s one reason I also like to use the question during mock job interviews in my ESL classes. Plus many adult immigrants and ESL students misunderstand the question. Result? Many ESL students give a far too-literal response such as “a car” during mock job interviews! That’s a “good mistake” nobody wants to make on a real job interview.
Natural conversations often require understanding this sort of distinction. Therefore, English teachers should try to convince English language learners to practice conversation skills outside the classroom. It’s also worth reminding adult students that conversation starters don’t have to be clever, witty, or complicated. Sometimes just breaking the ice works. Sharing a smile and being friendly can create many opportunities to practice English – at least in the United States.
Yet some conversation starters clearly do work better than others. Here are some of my favorite conversation openers that I recommend English language learners study and practice. Shy people – and many Americans do sometimes feel awkward – can also benefit from practicing these conversation starters.
Bottomline: English teachers should provide their English students with the skills and common phrases so they feel more comfortable speaking more English inside and outside the ESL classroom. Sharing simple conversation starters is one effective technique to achieve this core goal.
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
Conversation Tip #9: Ask Clarifying Questions!
What is a clarifying question? What do you mean? Can you be more specific? Can you give us some examples? What do you exactly mean?
Sometimes our English students need help asking questions, especially critical questions that allow them to clarify concepts and better participate in conversations. One crucial skill that needs to be explicitly taught – after being informally modeled in class discussions – is asking for clarification. In fact, I consider the ability to ask appropriate follow-up questions a vital life skill.
Here are some simple questions that students can, and often should, ask to collect more information. I often encourage students to make a general statement or bold claim, and support their opinion with some reason. Proverbs and advertising slogans are great for this purpose.
Sunshine promises happiness.
Just do it.
Laugh and be well.
Bad luck can’t last forever.
You create your own luck.
Be bold.
Yet these absolute statements require qualification and clarification, especially in the context of an academic discussion or intense conversation. Therefore, it’s natural to ask some practical clarifying questions in a friendly, open-minded way.
Here are some useful examples of common clarification questions:
What does that mean?
Can you be more specific?
Why do you think that?
How did you reach that conclusion?
Can you share some examples?
To what extent, does that saying apply here?
What do you really mean?
Can you clarify that for me?
How does that statement apply to….?
Can you spin that concept out for us?
What are the implications of that statement?
What are you implying?
We can also ask questions to confirm information or paraphrase.
Are you saying that….
Are you claiming….
Do you mean ….
So you are saying…
Do you want me to…
This simple exercise is also quite helpful when teaching hedging language and formal definitions to add precision. Since I primary teach graduate students who must participate in classroom discussions and answer questions after giving presentations, I consider this ability a vital skill for intermediate and advanced English language learners.
How do you clarify information? What questions do you ask as follow-up questions when you feel confused? What questions do you teach your students to use to collect more details or verify information? Why?
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com .
How do you teach about immigration issues?
Millions of people, around the world, have chosen – or been forced – to leave the nation where they were born. Immigration has become more popular – partly due to modern technologies like planes, trains, and cars – than ever before in human history.
Immigration remains a vital, if controversial, topic. Why do people immigrant? How have immigrants contributed to your country? How important is the distinction between legal and illegal? Do wealthy nations have an obligation to open their doors to refugees? What qualifies someone as a refugee? Should nations chose their immigrants? If so, what criteria should nations use? How have immigration laws changed over time in your country? What, by the way, do you consider “your” country? Do you think someone can be a loyal citizen to more than one country? How?
As today’s federal court decision in Arizona shows, the debate over illegal immigration remains alive, often hot, and frequently ugly in the United States. On one hand, the United States celebrates the Statue of Liberty as a national symbol and accepts more legal immigrants than any other nation on the earth. On the other hand, the continuing economic crisis and high unemployment rates have led to widespread resentment about the large number of illegal immigrants. President Obama has called for a civil, open, and honest debate as the United States debates its immigration policies. Many other nations are holding similar debates.
Teaching Tolerance, an exceptional educational non-profit that provides many free resources to American teachers, is asking a simple question this week. How do you teach about immigration issues? Join the discussion here.
Context, as ever, remains crucial. Teaching about immigration issues is far easier in some contexts – such as an intensive English language program – than in other contexts. Teaching the history of American immigration in an EL/Civics class is far easier than discussing current events in my advanced adult ESL classes in Santa Monica. Why? Everyone in the EL/Civics class was pursuing citizenship, and held legal status. On the other hand, the advanced ESL class – on the same campus – was clearly divided between refugees, visa lottery winners, other legal immigrants, and many undocumented/illegal immigrants. With limited language skills and great passion, the topic was too controversial to rationally discuss.
Australia, Canada, Great Britain, and many other English-speaking nations continue to attract immigrants and refugees from around the world. As English teachers, we know the faces and stories behind the statistics. We also know the crucial role that English skills play in creating successful immigration policies. But do we teach about immigration? And, if so, how?
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
Do You Use Newspapers in Your English Class Yet?
Newspapers tell us the news, and inform us about how today is different from yesterday. They provide us with some clues and some information to help us better understand our rapidly changing world. They arrive at our homes, on our laptops, and in our libraries.
But what about our English classrooms? How often do you use newspapers in your ESL classes?
Newspapers allow students to expand their vocabulary, follow current events, and deepen their understanding of our rapidly changing world. As a former journalist, teaching English with newspapers and magazines seems absolutely natural. My standard homework requires students to select, read, summarize, and evaluate an article of their choice and bring to class for a discussion.
Students provide the basic background information:
Title author
publication date
length # of sources:
List five new or important vocabulary words:
The ESL students also make some judgments:
What’s a key quote?
What’s the main idea? Why?
Finally, students answer three other questions:
What did you learn in this article?
Why did you choose the article?
How would rate the article on a scale of 1-10? Why?
Students pursue their own interests – with some guidance – and develop a stronger English vocabulary that they want and need for their personal and academic development. Naturally, they bring in topics and articles, in English and from the internet, from around the world. This regular homework activity creates an engaging, informative classroom atmosphere while allowing students to “create” some course content.
Many ESL and EFL teachers, however, often feel reluctant to use newspapers. Sometimes teachers feel that newspapers distract from their textbooks; sometimes it adds elements of uncertainty. I suspect, however, that many English teachers also don’t quite know how to effectively deploy newspapers in their classrooms. The newspapers in classroom movement remains more of an ideal than common practice in the United States.
American newspapers would like to change that fact. The New York Times wants ESL teachers to add their quality international paper to the curriculum. Here’s an excellent 4-page primer outlining 10 Ways to Support English Language Learners with the New York Times . And despite the descriptive headline, the informative article actually outlines over 25 activities and provides links to dozens of exceptional educational resources for both students and teachers. Students can find archival photographs to write postcards from the past, research their birthdays in history, find tourist information on their hometowns for oral presentations, and compare and contrast how different countries approach global problems. Worksheets have been developed for an online vocabulary log, understanding prepositions, and a problem-solution organizer.
Bottomline: This exceptional, flexible teacher’s resource makes using newspapers much easier for novice English teachers and time-starved experience ESL instructors.
Can all English classrooms use newspapers? No. Yet many low level and intermediate classes can use Easy English Times, USA Today, or the local English paper and focus on simpler, shorter headlines and articles. High intermediate and advanced students, however, can – and I would suggest should – try to read serious newspaper such as The International Herald Tribune and The New York Times.
So let’s help our students and bring newspapers into our classrooms.
Our students, after all, want to understand their world – in English!
Do you teach lower level English students? See these tips from the American literacy newspaper Easy English Times for beginner students)
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
