TESL 0100: Introduction

😵LOST IN TECHNOLOGY....

Good Day Everyone,😅

Hmmm...I may have introduced myself at some point in the beginning of the program, not sure if it was here or other course or on someones post.  I am getting things sorted out here and starting to see the light! I am learning! So with that I will briefly introduce myself ...

My name is Lara and I graduated with a Bachelor of Education in 2001. In the past, I have worked with and taught youth in middle years and high school years.  Eventually I started working with adults in programs that involved teaching and preparing them to return to school and/or to employment.  It seems, since then my career has moved towards working with adults but in a similar capacity, such as teaching Trades and employment related essential skills programs as well as teaching the basic skills to prepare them in returning to school, to obtain their grade 12 diploma. 

I always had an interest in TESL but with having 2 boys to care for and a busy work life as a single parent, paying the bills was my only option.  I was presented this opportunity recently in my workplace and now have the opportunity to take advantage of enrolling and participating in the program, which I am grateful for!  By the time I complete this program, I would like to be TESL by next year, as it is evident that our communities are becoming more diverse and therefore, there will be a need for it. 

I haven't been a student since 2001 and starting this program ONLINE will be somewhat a challenge but will be a good learning experience. I am learning as I go along and knowing that I am not the only one feeling this way is making the transition from a traditional classroom to online learning more at ease as well as a huge THANK YOU to our instructor for considering this.  

Thank you all for taking the time to read my introduction and I wish everyone a great learning experience!!!😊Take care! 

Oh! Before I end off...SEPTEMBER 29th, 2018.....I'm still learning BUT I'm getting there!!! 

TESL 0120: Analyzing Speech - Samples A & B

The Speech Analyzer!

I was not able to listen to Sample A as there was "cannot find page" error message.  However, I was able to watch a  YouTube video,  IELTS SpeakingVideo/2018/ULTIMATE/BAND9 (https://youtu.be/HjrlnyFKVKU), this video is what I will use for "Sample A" speaker.   Both women in the videos were of different ethnicity backgrounds and therefore, could play a role in the way they learn pronunciation in the English language and if they had more time and/or resources to learn the English language. 

In Speaker A's video, the woman had an accent but was able to speak with pretty good fluency  and accuracy, throughout her interview.  Her confidence in speaking the English language was also evident when she spoke.  She was able to understand the questions and answer with extra detail that was relevant to the question.  She definitely, new more English vocabulary and therefore, was able to express herself with other information that she was conveying.  There was a lot of intonation in her speech, which allowed me to clearly hear the rise and fall throughout her speech.  She used a lot of facial expression that seemed to coincide with the intonation in her voice.  Some letters (segmentals) in her speech had a different sound or was silent, but I was still able to make out the words.  She used utterances such as "ahhs and umms" in between thoughts but was able to connect her next thought almost immediately.  As an English speaker, I had no problem with understanding her, she could speak the English language well, all though some words were not pronounced precisely, it was pronounced well enough that I knew what she was talking about.  

Sample B:  Speaker B's pronunciation was very different than the previous.  She had a difficult time trying to pronounce words and in between words or phrases the fluency was somewhat choppy sounding and not as connected as Speaker A.  I had a difficult time trying to make out what she was saying but overall could get the jest of it with the words she was able to pronounce clearly.  It was also evident that the questions she was asked, she was able to understand, as she answered them accurately.  She was able to understand the language but had a difficult time speaking it. She also used a lot of "umms

and ahhs" that were prolonged between thoughts, until she was able to figure out what words she wanted to convey to the interviewer.  I found her "th" sound was more of a "s" sound, some of her consonants and vowels were not spoken as is in the English language but was I was able to identify what she was trying to say.  She would nervously smile during her interview.  Seemed as though she had just learned the English Language as compared to Speaker A (mentioned above).  I had to pay close attention to her speech in order to understand what she was saying.  

TESL 0120: Unit 1 - Effective Speakers A & B

SPEAKER A & B : Effective Speaking

Speaker A was articulate and knowledgeable in the subject.  She presented facts well and backed them up with current events and statistics.  She is very confident and competent when she speaks. When she spoke her words, they came out fluently and well prepared.  Sometimes it was hard to digest as she spoke too fast.  She was informative, descriptive and passionate of what she spoke about.  She was able to answer her questions accurately.  she had good posture and eye-contact.  She is able keep an audience's attention by using facts.  She seemed relaxed while talking. 

Speaker B, at first the nervousness in her voice seemed to overshadow her ability to capture an audience.   At times she would use "ahhh" and repetitive words , in between thoughts.  She wasn't holding my attention at the beginning as her speech did not  seem prepared and focused as much as Speaker A seemed to be.  As she became more comfortable in speaking  she was able to get her point across effectively, by speaking from the heart (and the audience picked up on it).   To get her point across, she used emotional words coupled with her life experience, which allowed the audience to understand where she is coming from.  If she did not use this emotional/experience, I would've been lost on the point she was trying to get across.   

They both were competent and effective in their own way. I liked how articulate  and comfortable Speaker A spoke while she answered her questions but her flow of words were to fast at times, that it could lose someones attention and can be frustrating to the listener.  Whereas, Speaker B, even though her speech was not flowing at the beginning, she was able to captivate by showing expression and talking from the heart and keeping it at a pace where one can understand. 

TESL 0120: L1 INTERFERENCES

DUTCH L1 INTERFERENCES 

The Dutch Language is very similar to the English Language. The Dutch do not have as much of a difficult time learning the English Language compared to other languages, In the website: dutchreview.com, Alexandra Huetter states “…both languages share the same roots and have similar characteristics making it easier for Dutch people learning this language” in the article “Why are the Dutch so Good at Speaking English”, by Alexandra Huetter, January 28th, 2017. The Dutch language follows the same Latin alphabet as the English dialect. Some of the interference in learning the English Language: is the mispronunciation of the English vowel in words that are similar in articulation, such as: “sit-seat, sit-set, set-sat.” In Dutch, some words ending in consonants do not exist and therefore, sound different when translating, ex: bird = birt or rub=rup or instead of saying wine, it is pronounced as vine. There are some different Dutch rules in writing, in pronunciation, and in vocabulary, which can make the meaning different from the English Language and therefore, the English Language can be confusing for the Dutch speaking person.

“Why are the Dutch so Good at Speaking English”, by Alexandra Huetter, January 28th, 2017.

TESL 0120: ELLs & Corrective Feedback

Would ELLs Want Corrective Feedback? 

I know I would want corrective feed back, so I definitely believe ELLs would want to have corrective feedback too. How else does one know they need correcting if they don't receive it at all? If not corrected, guaranteed use of the word will be used in the wrong context through pronunciation, intonation and stress.    I recall, when I first started to learn my language, if I did not put enough emphasis on a certain syllabic (segmental), the whole meaning changed and my Cree speaking peers would chuckle but in the process I learned an extra word. Haha! 

It is to know when to give feedback that  can determine a students comfort level in learning.  As an instructor we must create a respectful and safe learning environment.  Once the classroom has established this, then learning ESL can be a relaxed and motivating environment for students to learn and giving and receiving feedback should come easier.  

Considering learning a new language can be overwhelming just like learning about technology for the first time, some people may be ahead of the game than others who lack knowledge and experience and/or do not have as much time on their hands. Identifying students’ expressions (another form of language), also allows instructors to identify struggles and can use their discretion on when and how to give corrective feedback.  Whether it be reformulating, hinting, repeating, echoing, or tactfully turning it into a group mini lesson -in real time and of course individual feedback helps to, using discretion is key here!

The downside of too much corrective feedback, it can be very frustraing and discouraging to L1 Learners.  L1 Learner woud start to feel incompetent and  take away from the lesson.  If a student needs more help, than I would think that a one-on one discussion would be of more benefit along with take home activities to work on.  If these factors come into play then I would think ELLs would feel comfortable with receiving corrective feedback.