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Thursday, October 23, 2008
English Language Learners

I recently gave a workshop to literacy tutors working with English Language Learners
(ELLs). One thought that surfaced that I realize I feel strongly about is the way we
stereotype intelligence based on language proficiency. By that I mean when someone has
poor English skills we often associate that with lower intelligence. We were talking about
British accents and how we find people with a British accent to be distinguished and
intelligent while someone who has a country drawl we find uneducated and slow.

This plays into ELLs because we make assumptions about their intelligence based on
how well they speak English or how quickly they pick up the language. We fail to
differentiate between their intelligence and their language skills. A perfect example of this
comes from my first class outside of my master's program. I taught a very low level
English class. I had a gal in my class who really struggled to make progress with the
language. I could tell she was getting frustrated as the days and weeks passed with no
feeling of success. I talked with her outside of class one day, just chit chat to get to know
her better and see how I could help her confidence. To my surprise, I discovered she was
a lisenced doctor in her home country. Her goal was to learn English well enough to
practice medicine here in the U.S. I was taken aback by the amount of education she had.
At that moment I realized I had made assumptions about her intelligence that were
completely unfounded and untrue.

Langauge ability is not a reflection of intelligence with ELLs. Nor is it a mark of

education. Second language development is far more complicated.
Posted by Amber P. at 9:49 PM 0 comments
Labels: explanation connection

Tuesday, October 23, 2007

All vs Whole

I encountered an issue similar to the count/noncount distinction regarding modifying such

nouns. When discussing quantities, we regularly teach many/much, fewer/less, etc. But
today I encountered a distinction I had never explicitly taught in from a textbook:
all/whole. This doesn't strictly fall under the count/noncount umbrella since they can both
be used with count nouns. From what I can gather, the usage breakdown is as follows:

Count Nouns
When discussing one object, discussing the object in its entirety, use whole.
Example--The whole airplane shook with the turbulence.
When discussing many of the same object, use all.
Example--All the airplanes were delayed because of the storm.

Noncount Nouns
Since a noncount noun doesn't have a plural form, when discussing the entirety of the
object, use all.
Example--All the milk is gone.
When using a measurement for quantity with a noncount noun and referring to the entire
quantity, use whole.
Example--The whole cup of milk spilled onto the table.

Practice Sentences
1. I saw _____ the lights* on in your house and knew someone was awake.
2. John read the _____ book; can you believe it?
3. Our family watches _____ the shows on the Game Show Network.
4. We have to read _____ the books on this list in one semester?
5. The dog ate _____ the crayons!
6. Madison never watches the _____ show because she gets distracted during
commercials.
7. Amy could eat a _____ loaf of bread in one sitting!

Notes
* Can you think of a context for using "the whole light?" Leave a comment or send an
email to tenaciousteacher@gmail.com.

More on all:
All I want for Christmas is my two front teeth.
All that I want for Christmas is my two front teeth.
Incorrect: All what I want for Christmas is my two front teeth.

Posted by Amber P. at 9:07 PM 2 comments

Labels: all, explanation connection, whole

Thursday, September 27, 2007

Demonstratives

Today we talked about using demonstratives to unify a paragraph when sharing an

experience or something that follows a time line. The book explained the usage of the
different demonstratives: this, that, these, those. My students were still confused,
however, about when to use each. I summarized the book's explanation in chart form and
it really seemed to help them choose which demonstrative to use in each situation. Here's
the chart I put on the board for my students.
If the noun in sthe sentence is singular, then you choose from the singular column. If the
noun is plural, you choose from the plural column. If the verb directly related to the
demonstrative is in the present, you choose from the present verb row. If the verb directly
related to the demonstrative is in the past, you choose from the past verb row.

Example: I watched The Greatest Game Ever Played last week. That movie changed my
attitude about golf.
Explanation: Movie is singular so we limit our choice to either this or that. Then we
look at the verb, changed, and it is in the past. Our choice is now limited to the Singular
column and the Past Verb row=that!
Exercise: Try these sentences!
1. I learned French when I was in seventh grade. _______ experience opened my
eyes to the world of grammar.
2. Mike started playing soccer when he was 5 years old. He has enjoyed being on the
field since _______ time.
3. My brother is in college and asked my advice. I told him, "During _______ years,
you will make important decisions about your future, but it's okay to have fun,
too."
4. Stella has studied many languages and justed started English. She finds _____
new language to be the easiest of them all!
5. Rosa enjoyed her elementary school years. She said _______ teachers were the
best she ever had.

Posted by Amber P. at 11:43 AM 0 comments

Wednesday, September 5, 2007

Excited for TESOL!

I am getting very excited to attend the TESOL 2008 convention in New York City! I keep
getting postcards and such in the mail that are really gearing me up for the big event.
Check it out.
Technorati Profile
Posted by Amber P. at 10:08 AM 0 comments
Thursday, August 30, 2007
Explanation Connection

Today I had an epiphany, of sorts, while I was teaching my writing class. They are
students in a level two class in a four-level program. They will be learning how to write
paragraphs this semester with a brief introduction to essays at the end. Today we
introduced cohesion as a writing skill. When I have taught cohesion in the past, I have
had students at a much higher level and therefore have given a more complex definition.
As I was trying to break the idea down into words my level 2 students would be able to
grasp I stumbled onto an explanation I quite like. "Cohesion is sticking sentences
together." Just like concrete cohesives (tape, glue, cement, honey, etc.) connecting words
or transitions are abstract cohesives. They stick sentences together to show how ideas
relate and to create a smooth flow or natural sound. I love the idea of sentences sticking
together so that when you pick up the topic sentence, the whole paragraph follows! If any
sentences fall out, they aren't cohesive to the paragraph and need help getting stuck to the
paragraph using transitions or connecting words.
Posted by Amber P. at 5:38 PM 0 comments
Labels: cohesion, explanation connection, paragraphs, writing

A Fresh Start

Well, the semester has begun. And once again I am remembering to readjust my language
to my students. It's amazing to me how much they learn in just one semester--or, as in the
case of my summer classes, just a few weeks. I love the beginning of a new semester. I
love the challenge of new names and new faces and the goal of matching them correctly.
I love buying new pens and pencils, new white board markers and new paper. This love is
most likely the reason I went into teaching in the first place.

While the two groups of students I am teaching are unique in their own way, I can see
that we will have many of the adventures typical of ESL classrooms. There are the bold
students who love to practice their developing skills and always have something to share
(they are great for getting discussions started!) and then there are the quiet students whom
I feel a need to draw out. But the last group often go unnoticed: they participate, just
enough, and do their homework and basically seem to hope that I will never single them
out. I love to get to know these students because their needs seem the greatest for me. I
have found that they think they are okay, but not exceptional; they are friendly, but not
outgoing; they have friends but aren't social. I love to encourage and empower these
students and watch their potential blossom right before their surprised eyes! This is
another reason I was drawn to teaching.

This blog will be a place to share highlights from my teaching experiences, lesson
activities that went well and concerns about teaching. I invite you all to join me in
sharing your own insights--however gained--by leaving comments!
Happy Teaching!!
Posted by Amber P. at 1:24 PM 0 comments
Labels: new semester
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Tenacious Teacher Podcast

Podcast Transcripts

Teaching English as a Second Language

English as a Second Language (ESL) is a rewarding subject to teach and an exciting field
to be a part of. I love helping people achieve their goals and at the same time benefiting
from their cultural backgrounds and diverse experiences. Walking into an ESL classroom
is like taking a whirlwind trip around the world.

Related Websites
The Teaching Experience
The Tenacious Teacher's Blog
TESOL
English Teaching in Japan

Blog Archive
2008 (1)
o October (1)
English Language Learners

2007 (5)
o October (1)
All vs Whole
o September (2)
Demonstratives
Excited for TESOL!
 o August (2)
Explanation Connection
A Fresh Start

Contributors
Amber P.
Tenacious Teacher