When I teach pronunciation, a feeling of unease claws at my chest. I scan the expectant faces from Iran, Turkey, Vietnam, Kazakhstan, China, Korea, Columbia and Cameroon. How do I respond to the needs of such an internationally diverse group?Continue reading
I believe that the first step to foster Self-Regulated Learning (SRL) and independency in our students is to use critical thinking and inquiry. I teach English for Academic Purposes (EAP) to students who very often come from countries where neither SRL nor inquiry are particularly encouraged. I have been experimenting with critical thinking and inquiry and SRL skills in the classroom during my Master’s degree and I haven’t stopped. It is quite fascinating and rewarding. I would like to share a lesson in pronunciation I have recently adopted with one of my advanced EAP classes. Continue reading
Sometimes students come up with great ideas for learning! When I taught a couple of pronunciation classes at our local community college a few years ago, I was struck by the students’ use of their phones in class – not so much as a distraction or a deterrent to learning, but as an aid to help them produce accurate speech. The primary advantages I observed are that the phone can provide individual feedback at the touch of a button and that it is available for practice outside the classroom as well. Continue reading
If you can’t hear a sound, it is very difficult to reproduce it. Our students hear stressed syllables, which would be okay, except in English over 60% of our syllables are unstressed, and we often forget to teach them how to listen for those unstressed syllables.
English spelling compounds the problem. Continue reading
Do you have some go-to activities that you use for multiple teaching points? I have a few. I think it’s reassuring for students to see activities they recognize. They feel confident when they know what to do, and they can focus on the point being taught instead of learning the rules of a new game (ahem, I mean “learning activity”). It also doesn’t hurt that reusing ideas and materials reduces teacher prep time. For these reasons, here are three of my favourite flexible activities. Continue reading
Pronunciation is often jokingly referred to as the Cinderella of language teaching (Brinton, 2012). In many classrooms, it just doesn’t seem to get much attention. Continue reading
We all want our teaching to be interesting and effective. I regularly reflect on my teaching practice, and try to consider each of the following aspects of lesson planning*, particularly for grammar and pronunciation lessons. Let me share some tips that help me improve my lessons, and perhaps you will find an idea you could use.
Presenting the point
First, remind yourself of the scope of the lesson; know the needs and abilities of your students, and the time frame and focus of your class session. Aim not to overwhelm your class with too much information, but also not to under-interest your students with too little challenge. Continue reading
The Great Vowel Shift – it sounds like a superhero, but it’s actually a villain.
No matter what language you speak, music has a universal tongue, wouldn’t you agree? Its power in bringing people together, no matter what language they speak, is priceless. So, if music has the ability to unite us, why not use it in the classroom to help your students learn English?
I have my kids to thank for inspiring this post, partly due to their love of watching Daniel Tiger’s Neighbourhood every day. You find inspiration everywhere.
On the show they sing the lesson of the day repeatedly throughout each episode. It sticks in your head and is really catchy, and the nice thing is that the lessons are useful for children in helping to problem solve or deal with certain emotions that may arise out of unpleasant situations. Continue reading
Diane Ramanathan has been a LINC Home Study instructor with The Centre for Education and Training since Feb 2014. She is also a part-time professor for the TSL program at Algonquin College.
Transcript: Continue reading