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Developing Pronunciation by Intelligibility-Centered Classroom: A Book Review
Get PDFWith English universally considered as lingua franca, and with the increasing amount of English being spoken in education, business, medicine, technology, government policy, and public affairs around the world, it is natural that an expansion of variations of the English language follows. The phenomenon turns the world into a global village and makes communication more accessible, especially if intelligibility is taken into account. Intelligibility, the degree to which a listener can understand a speaker's speech, is essential for effective communication and should be the objective of the second language (L2) learning and teaching. One of the elements of intelligibility is pronunciation. The way teachers pronounce words impacts students' comprehension. Furthermore, studies suggest that pronunciation is the make-it-or-break-it component for effective conversations.
The book “Intelligibility, Oral Communication, and the Teaching of Pronunciation” by John Levis (2018) provides concepts, reminders, and new approaches to teaching the second language and emphasizes the importance of pronunciation instruction. It also shows how the crucial findings of relevant research in the field inform teachers about what should and should not practice in an intelligibility-based classroom. It addresses the practical aspects of teaching and the factors necessary for effective communication when learning a second language.
In terms of organization, the book started with an introduction and was followed by four sections: a framework for teaching spoken language; word-based errors and intelligibility; discourse-based errors and intelligibility; and teaching and research approaches to intelligibility. Furthermore, these sections are subdivided into ten chapters.
Section I consists of two chapters that conceptualize the relationship between pronunciation and intelligibility and the relationship between intelligibility and communication. This part also asserts that the ultimate goal of pronunciation teaching should be to make the speaker understandable rather than produce a native-like accent.
Chapter 1, “Intelligibility, Comprehensibility, and Spoken Language”, defines the key terms used throughout the book. Intelligibility refers to a listener’s ability to understand a speaker, whereas comprehensibility measures how easy something is to understand (Chan, 2021). However, spoken language is the utterance itself.
Chapter 2, “Priorities: What Teachers and Researchers Say”, discusses the priorities in teaching and learning pronunciation using an intelligibility-based approach: what characteristics should be emphasized, what should be taught, and what should not be taught. The author presents three reasons why the practice of intelligibility-oriented approach is recommended: English is the universal language franca; not all English speakers have a native-like accent; effective communication is its aim. This chapter also discusses relevant studies and existing recommendations in teaching pronunciation that may serve as a basis for future researchers.
Section II, “Word-based errors and Intelligibility”, consists of three chapters that explore intelligibility and English language word-based pronunciation features. Word-based pronunciation features influence intelligibility the most. We sometimes have difficulties identifying, processing, and understanding the word said by other speakers. This circumstance is likely to occur with nonnative speakers of the English language, in which uttering is unnatural English words is different from uttering words in their native language. Each chapter of this section presents various word-based pronunciation features.
Chapter 3, “Segmentals and Intelligibility” discusses phonemes and allophones, which are frequently uttered incorrectly by second-language speakers; thus, interferes intelligibility on the part of the listeners.
Chapter 4, “Consonant Clusters and Intelligibility” focuses on the complexity of the English language in terms of consonant clusters and grammatical morphemes, such as past tense inflections (e.g., -ed, -t, -d) and their effect on intelligibility. Second language learners often mispronounce consonant clusters due to the unfamiliarity of the language. The book argues that the consonant cluster mispronunciations are more alarming for the speaker's intelligibility than individual consonant mispronunciations. The author illustrates that consonant clusters are adjusted into speakers' native language systems, specifically into vowel epenthesis (when some Spanish speakers say sC words with an initial vowel: eschool for school; and espeak for speak) or deletions of sounds (such as when some Vietnamese speakers say cas instead of clasps). Changing the expected syllable structure is likely to influence intelligibility, so it is vital to consider specific consonant cluster pronunciation.
This section is concluded with Chapter 5, “Word Stress and Intelligibility” which is about the role of word stress on intelligibility and teaching pronunciation. The author shows that stress-related mispronunciations are more alarming than segmental mispronunciations regarding the intelligibility among the listeners. Although segmental and lexical-stress errors might not negatively affect word recognition, some second language learners may perceive the mispronounced stress of words differently, such as the noun OBject and the verb obJECT.
Section III, “Discourse-Based Errors and Intelligibility” consists of two chapters that address the effects of discourse-based errors on intelligibility. Pronunciation may not affect word recognition negatively, but in some way, it impacts the overall message or perceived message of a listener. Specifically, how pronunciation in terms of rhythm and intonation contain this section.
Chapter 6, “Rhythm and Intelligibility” describes the concept of rhythm (including speech rate, fluency, and connected speech) and its connection to intelligibility. The author mentioned that he had not wanted to write this chapter but was influenced that the elements related to rhythm, such as connected speech, may not be related to production but are vital for speaker perception. Rhythm assists the listeners in receiving, processing, and organizing each linguistic unit produced by the speaker.
Chapter 7, “Intonation and Intelligibility: The Roles of Prominence and Tune” examines the importance of prominence and tone for pragmatics and social interaction. Prominence is when we give more emphasis to some parts of a major grammatical unit than others. On the other hand, the tune is “the pitch movement from the first syllable to the phrase’s end” (p. 171). The book demonstrates how incorrect prominence and intonation patterns interfere with intelligibility or even cause unintended insults. The placements of prominence and tune on phrases depend on how information is arranged in speech. Since there are no definite rules regarding the placement of prominence and tune on grammatical units on a text, speakers and listeners must consider contextualization and familiarity to improve intelligibility. The author concluded this chapter by stressing the need to include an intonation-based way of teaching pronunciation, in addition to word-based and sentence-based practices of teaching pronunciation.
The last section of the book, Section IV, “Teaching and Research Approaches to Intelligibility” consists of three chapters that conclude all the key concepts on the first three sections of the book and addresses its’ relationship with teaching specifically, using the intelligibility-centered approach.
In Chapter 8, “Teaching for Intelligibility: Guidelines for Setting Priorities” the author provided a list of principles for intelligibility-based teaching. These principles provide guidelines for selecting teaching/learning content that can be adapted to various contexts.
Chapter 9, “The Intelligibility-Based Classroom” explores the role of the intelligibility-based approach in language teaching. It supports the adaptation of the approach and provides realistic pronunciation teaching recommendations. The author also critiques the nativeness approach in second language teaching, emphasizing drills and traditional pronunciation exercises to develop native-like pronunciation. The goal of second language learning is cannot and does not have to speak like a native; all that is necessary is intelligibility.
Finally, Chapter 10, “What Should and Should Not Be Taught: An Intelligibility-Based Approach,” presents “what-to-dos” associated with planning and implementing pronunciation teaching. Teachers must not be selective, rather be adaptive in their approaches to teaching pronunciation. They must base the approaches on researches and experience. Additionally, the author recommends “more important” (e.g., initial consonant clusters) and “less important” (e.g., medial consonants cluster) suggestions for intelligibility-centered pronunciation teaching. This chapter discusses practical methods that second language educators can use to teach language in general and pronunciation in particular.
John Levis’ (2018) book “Intelligibility, Oral Communication, and the Teaching of Pronunciation” is a timely, user-friendly, and practical book that caters overview of knowledge and approaches in second language teaching to foster intelligibility. It showcases the existing practice of pronunciation teaching reinforced by relevant studies. It promotes the adaption of the intelligibility approach that focuses on understanding and comprehension rather than native-like fluency with these traditional practices. The book outlines guidelines for planning and implementing the intelligibility approach. The author derives research findings and implications into helpful strategies teachers can use in teaching pronunciation. For example, the third section shows how intonation and prominence are “heavily implicated in the loss of intelligibility” (p. 2) and might be an eye-opener for educators and interest in future research. Moreover, the book is easy to understand because of the language use and well-described technical terms that facilitate understanding.
This book can be more practical if the guidelines for the intelligibility approach include a chapter that discusses pronunciation assessment and provides a list of specific classroom tasks teachers can facilitate in an intelligibility-centered classroom. However, the author clarifies that the book would not provide this part and suffices it by referring readers to a reference that addresses this topic. Another content that can make the book more comprehensive is a chapter dedicated to how individual differences affect second language pronunciation learning. Factors such as age, sex, motivation, beliefs, personality, culture, learning style, and autonomy contribute to learners’ individuality (Griffiths & Soruc, 2021).
This book, with comprehensive concepts on pronunciation and intelligibility concerning the second language, is recommended for teachers, students, and researchers interested in the development of communication skills of English as second language learners. Educational practitioners and linguists will be informed of the language trends, which can be used as a reference for future studies. While native-like speaking is generally considered standard, readers will recognize that intelligibility is more important, particularly for second language learners
100 TESOL Activities for Teachers (Practical ESL/EFL Activities for the Communicative Classroom): A Book Review
Get PDFRefuse to Be a Boring Teacher!
In a generation, where an average attention span only lasts from 10-15 minutes. It is very crucial for any teacher to capture the attention of students and make them fully engaged in class. That’s why this book, “100 TESOL Activities for Teachers”, comes in handy.
Shane Dixon's book is filled with practical tips and strategies for Teachers of English to Speakers of Other Languages (TESOL ). It is intended to provide teachers with perspective to some of the most common TESOL techniques and strategies recognized and used in the field. Most of which can be used with both younger and adult learners and in a variety of different contexts . The variation of activities and tips allows teachers to choose which ones they feel most comfortable using and which ones are most appropriate for their students’ needs and proficiency level. One of the most interesting aspects of this book is how the author generously included printable worksheets which demonstrate realizations of activities described in the book. Teachers are also free to download and use it in their class.
The book is organized into 3 distinct parts. The first section introduces the top 10 common TESOL activities such as: information gap, classic Jigsaw, Cloze passage exercise, journals , dictation, Modified TPR (Total Physical Response), Think-Pair-Square-Share, Talking Tokens, Read Aloud or Reading Circles and Turn ANYTHING into an English Activity. What follows are subsections categorized according to the “four macro skills ” reading, writing, listening and speaking. In this part , she provided varied activities specific to the skill a teacher would want to develop on that day in his/her class. She also included some icebreaker activities which are good for opening of classes, where students do not know one another yet.
The second section provides insight on how to prepare an ideal lesson plan for an ESL/EFL class. What I really love about this part is that the author did not only describe each lesson plan activity but also explained the “art of presenting” it in the class. To be honest , it broke stereotypes I had in mind on how to write a good lesson plan. For instance, with the learning objectives. Students tend to perform better when they are told WHAT they are doing and WHY they are doing it. That’s what we all know, right? However, the author pointed out that teachers should refuse to impose the objectives to the class and tell them why it is important . It is advice to ask probing questions that will elicit answers from students rather than just telling them what to do.
Teachers then should share the objectives with students. There is no doubt that sharing objectives before a lesson plan is a great idea. As most of the learners would want to know where they are being led and will do better when they are given a target to aim at. We can invite learners to join in the goals, us, as instructors have for them. With a good objective, they can set their minds and hearts to have our goals become their own.
Moreover, presenting instructions could mean a lot of things to a lot of teachers, and how to present lessons can be done in varied ways. For traditionalists, presenting instruction means giving a lecture or presentation. However, in today's world, that would not be very much effective. Teachers, nowadays, can present instruction as a problem to be solved (problem-based curriculum) or as a case study or live experience (experiential curriculum). Information might be presented online with or without the teacher, as in the case in a blended learning environment. Now, we use the term “asynchronous class” to describe activities or learning tasks that students have to complete on their own.
The last section of the book includes printable worksheets that present the activities described in the book. The author provided links for the worksheet that teachers are free to download and distribute for classroom use. They can also recommend it to their colleagues and friends.
This book greatly helped me and I think any ESL teacher to develop the macro- skills (reading, writing, listening and speaking) of students creatively and effectively. It contains techniques and strategies that will make the teaching -learning process fun and engaging. The author clearly explains the steps to help teachers use it in an actual classroom set- up. Although , it is not timely to the “new normal” we have today. But nothing lasts forever, when everything goes back to normal. Teachers can absolutely use these activities.
What I really like about this book is that it is easy to follow and comprehend, the activities mentioned are very doable in the actual classroom. The author uses simple English everyday words.I never had a moment where I had to pause and look for a Dictionary and search the meaning of the words she mentioned in the book. In addition, this manual promotes collaboration and cooperation among learners ,which would develop students' social skills and ability to work well with others. It would be easier for them to work in the wider world.
Keeping up students' engagement is important to ensure that they are learning the material they need to succeed in “real life”. If we have a 30- minute session or 60-minute session per class , it would be difficult to capture students' attention and make them fully committed in the class. Thus, to keep them engaged, mix up your lessons with interesting activities. It is proven that people learn best by doing and if we provide students with real life activities , it will surely benefit them in the future.
Teaching should never be dull and boring. As an ESL teacher for 4 years now, I must say that there are times that I have stopped being creative in preparing my activities. Because of the tons of paperworks I have to prepare and submit while teaching at the same time. Sadly, I am guilty of being a mediocre teacher. But when I read this book, it ignited the fire in me. It made me imagine the face to face class and how I can incorporate the new learned strategies in my class.
To sum, I would totally recommend this book to teachers and parents. It will make their life much easier. It will spice up their teaching experience. Gone are the days that teachers are the main source of information and students are passive receivers. We are in the 21st century now, as time passes. The way students learn is totally different to the way they learn before. Therefore, teachers must not teach the way they taught before. We must adapt to change and Teachers should never stop learning
Addressing the Needs of Exceptional English Learners: A Book-Review
Get PDFTeaching English to Filipino learners have been challenging especially during the time of pandemic with very limited interaction between the teacher and the students. Different online learning platforms were explored and utilized so that continuity of learning may happen despite the situation. Distance learning was welcomed by every learner both in the basic education system and tertiary levels. Applications were also further accessed so that language learning can become more engaging at the same time develop the communication skills of all learners. However, this scenario was not a walk in the park for many; likewise, it becomes more difficult for those students who have special needs. These circumstances serve as challenges for teachers to reevaluate and reinvent their teaching practices to further accommodate and teach English to diverse learners may it be during times of pandemic or not.
In line with this, the book Supporting English Learners with Exceptional Needs by Patricia Rice Doran and Amy K. Noggle was reviewed and evaluated. The authors are faculty in Arcola Elementary School in Montgomery County Public Schools in Maryland as well as in Towson University. For this reason, this gives us thought that the authors gained inspiration in writing this book through their students to provide them support and intervention. This book tries to address the needs of the learners who have high-incidence and low-incidence disabilities.
As reviewers and evaluators of this book, we have our personal thoughts and ideas in teaching English to our learners. Filipino learners who are studying English also possess diverseness and uniqueness which lets us use varied teaching strategies to accommodate different learners’ needs and weaknesses. The information featured in this book are useful to better and improve the classroom teaching of English and further develop the skills of the students. The insights shared by the author could be essential for use to devise ways towards improvement of language learning suited for the needs of Filipinos learners.
In its introduction, the writers had elaborated the extensive research of the challenges faced in the United States concerning English learners. The data showed that there is a need to reevaluate practices as well as improve class routine since learners are diverse in so many ways. Moreover, these challenges paved way for opportunities to support as well make significant changes in the education system were seen. It is also important to note that the book recognizes the potentials that could be discovered from learners with disabilities if they would be supported and nurtured through a special education system in accordance to the child development perspective.
The book is divided into three sections which include different chapters that showcase scenarios in real-life setting, elaboration of key concepts, and more importantly practical approaches relevant in teaching English to learners with learning disabilities. Specifically, Section 1 includes background knowledge related to English learners and students’ abilities. Section 2 discussed the classroom structures and framework. Lastly, Section 3 distinguishes the support needed for English learners with disability. Through these sections the strengths, weaknesses, as well as policies for English learners were emphasized together with the necessary classroom approaches and assessments that can be utilized in specializing programs for English learners.
The first Chapter of the book is What Do English Learners Bring to Our Schools? Cognitive, Linguistic, and Cultural Assets. In this chapter we are given a realization on how we provide interventions and assessment among our diverse learners. It is elaborated that in the case of a classroom with learners of diverse background we should highlight the essence of strength-based thinking. It also made us reflect on the resilience of our students and their funds of knowledge. The chapter could sum up the need for teachers to develop strategies that will be holistic and honing the context of the uniqueness of each learner especially in language learning. The chapter also put emphasis on educational equity among learners, we must value the strengths and assets of the learners as they attain proficiency in language learning.
The second Chapter of the book, Challenges and Opportunities for English Learners in Our Schools, expounds on the concept of dealing with our learners’ needs as opportunities instead of challenges. As language teachers we should see a silver lining upon hurdling the challenges of diversity among our learners. It put significant consideration on translating the learners’ need which are composed of different life-stressors into meaningful opportunities towards learning. The chapter also presents to us several challenges faced by a language learner which involves not only his cognitive ability but his family and cultural background. The chapter also expounds on several approaches and learning frameworks which can be valuable resources for educators in dealing with learners needs as opportunities rather than challenges.
On the other hand, Chapter 3, A Policy Primer reiterates the different government and state policies concerning children right to education and how these policies helped in transforming the language learning landscape for many English learners with difficult situation such as the child who became the point of discussion in the chapter “Eterio”. The chapter also traces back the history of how discrimination due to race or disability was not avoided by several state policies such as the “No Child Left Behind” (NCLB) in 2002, and the ‘Every Student Succeed Acts (ESSA)’ in 2015. More so, the chapter puts emphasis on how policies put premium on the protection of English learners with exceptional needs as well as those policies that recognizes the need to fund individualized educational services.
Section 2 of the book is welcomed by its fourth Chapter, Ecological Approaches and Multitiered Systems of Support: Holistic Approaches to Serving English Learners where in it distinguishes the diversity of learners in a learning community. Given the said situation, it expounds on the significance of an ecological, tiered framework which may present school personnel the chance to back up the learners in several aspects. These may include interdisciplinary communication and collaborative work among school personnel. The chapter also assess the necessity to ensure that the intervention provided for the learners are based from their background and level of development. The chapter reflects on presenting interventions not only based on their cultural perspectives but also based on the whole-child perspective.
In Chapter 5, Collaborative Problem Solving for English Learners: The Unique Role of the ESOL Teacher the authors discuss the problem-solving process in language learning. The chapter reviewed the different process that are found conducive towards planning successful classes among English learners. It explains the need for a thorough discussion and observations prompts that may be relevant in solving the problem of a learner. The discussion on collaborative problem solving was given prominence in the chapter as well since it is found to be an important element in providing support in teaching diverse learners. Furthermore, the need of consistency among ESOL teachers as an integral part of the problem-solving process was focused upon since they are expected to distinguish the strengths of the learners, and how these will be used to better facilitate strategies.
The sixth Chapter is Universal Supports for English Learners at Risk. This chapter discusses the common problems that the English teachers are experiencing in their classes like lack of parental support and nonacademic factors (lack of sleep, living environment, and daily stressors) which leads to the use of Universal Design for Learning (UDL). This is a framework for curriculum and instruction that is used to provide accessibility, support, and challenge by considering the needs of each learner. Moreover, thin this chapter, it is emphasized that teachers need to identify and consider a lot of factors before providing solutions and interventions. The support provided to students are not confined with the structured classroom adjustments, sometimes students are affected by external factors like family pressures or internal factors like student’s disability.
Chapter seventh is Targeted Supports for English Learners. This chapter explains the parameters in providing targeted supports and interventions to English learners. Teachers need to consider the prior experiences of the learners including their trauma if there is. Identifying the student’s strengths, needs, and unique profile is necessary. It is also emphasized that in the implementation of the intervention, parents or family members are encouraged to take part actively for an effective turnout.
Chapter eight is Assessment and Identification for English/ Culturally and Linguistically Diverse Learners: High-incidence Disabilities. In this chapter, several court cases were featured to gain understanding on the experiences of the people with disabilities and their challenges encountered by the immigrants and minority populations in schools. The Individuals with Disabilities Education Act of 1990 (IDEA) was also discussed that is made to provide unbiased testing procedures and to address language barriers.
Chapter ninth is Assessment and Identification for English Learners: Low-incidence Disabilities. This chapter features how the students with low-incidence disabilities (LID) were specifically evaluated and assessed and the challenges that the teachers faced. The LID students are the ones who are deaf, blind, or having other health impairments. The challenges faced by the teachers were shortage of knowledgeable personnel, specialized/interdisciplinary knowledge, and skill sets, and need for appropriate assessment procedures. The teachers needed the help of some medical, speech, audiology, and assistive technology in addressing the needs of the learners under LID prior and during the learning process.
The last chapter is Intensive Supports and Specialized Programming for English Learners. This part talks about the recommended practices in developing and implementing specialized programs for students with low-incidence disabilities and high-incidence disabilities. Teachers may reach to the families of the learners with disabilities. A collaborative discussion is helpful to make sure that the ways in teaching the students were appropriate and fitting according to the needs of the students. Also, schools may provide intensive interventions and supports to students that takes into consideration their level of proficiency and cultural fit. This chapter provided a number of available resources and self-evaluation forms that teachers and schools may use.
In the hope of improving the teaching and learning experience of the students and to further address diverse learners, the evaluators recommend this book to teachers of English. In terms of addressing the students’ needs and weaknesses, this book provided sample situations that teachers of English usually encounter while providing strategies on how to properly address them. Furthermore, this book tries to ensure that all the learners discover their giftedness and how they could use it in powerful ways
Intertextuality and Platonic Eros: A Metafictional Study of Plato’s Symposium and Milan Kundera’s The Book of Laughter and Forgetting
Get PDFThe present research focuses on the theme of love, its importance and application through intertextuality in postmodern fiction under textual analysis of Plato’s Symposium and Milan Kundera’s The Book of Laughter and Forgetting. The authors may use, consciously or unconsciously, the intertextual links among various sources of texts to present a newfangled version of historical events. The objectives of such intertetxuality may include reinterpretation, appreciation and criticism of the undertaken subject. This approach of revisiting the history and marking ties with preceded happening(s) to formulate an up-to-date version lies in the archetype of postmodern perspective. The researcher aims at exploring how Milan Kundera has made effective use of intertextuality and redefined love in postmodern paradigm. Further, this is to reconnoiter how Julia Kristeva’s model of intertextuality can play an effective role in forming connections among hypertexts and hypotexts. The main stance is that the authors have been re-writing the same stories over and over again by employing text(s) within their own dense web of discourse. Furthermore, the future researchers can use Kristeva’s model to trace the intertextual connections among texts to denote their influence and inspiration for their contemporary value
Interdiscursivity in Pakistani Drama Serials: A Study of Critical Discourse Analysis
Get PDFThe purpose of this study is to analyse the interdiscursivity of Pakistani dramas by applying critical discourse analysis to them. This article explores the nature, function, and use of interdiscursivity in four different Pakistani dramas. Baandi by Asma Nabeel, Cheekh by Zanjabeel Asim Shah, Baghi by Shazia Khan, Ab daikh Khuda Kia Karta hai by Syed Amer Ali Shah Husaini. This paper also deals with the strategies of language and how language is being practised by different characters in different dramas to show their cultural background through the lens of media. Fairclaugh's dimensional model has been used to analyse the data. The study also takes into account how interdiscursivity explores the hidden agenda behind these ideologies. This study aims to dig out scenes and characters from these four dramas. Discursive practises have been shown through the perspective of violence and hegemony created by the continuous practise of patriarchy in our society.
 
Role of Flipped Class in Developing Self-Regulated Learning of ESL Students at Undergraduate Level in Pakistan
Get PDFFlipped learning is the inverted classroom method, which introduces the lesson at home and encourages practise as well as other already-introduced lesson-based activities inside the classroom for practical purposes. Students can use their self-regulated learning strategies to continue with their respective content learning. In the current research, undergraduate learners of a public sector university in Pakistan are enrolled in a "short reading comprehension course" and are classified into the control and experimental groups following the research questions. Data were accumulated quantitatively with the help of two questionnaires evaluating learners’ satisfaction with the flipped experiment as well as the effect of the flipped method on developing self-regulated learning strategies. Flipped group learners, on the whole, exhibited satisfactory attitudes towards implementing the flipped method. The current study will aid future researchers using the flipped method in navigating the additional dimensions and models featuring self-regulated learning (SRL) strategies, along with incorporating the SRL-based model into the flipped method to analyse the results
Cross-Cultural Examination of Argumentative English Essays: A Multidimensional Analysis of Pakistani and Chinese Learners
Get PDFThis study presents a cross-cultural investigation of linguistic variations in English argumentative essays authored by Pakistani and Chinese learners, employing a multidimensional analysis (MDA) approach following Biber's framework (1988). The corpus, composed of 400 essays from Pakistani and Chinese learners, was sourced from the online repository ICNALE, electronically processed, tagged, and analyzed using the MAT tagger. Focusing on five dimensions, this study investigates the comparative linguistic characteristics that distinguish these two groups of learners in the context of argumentative essay writing. It is essential to note that this research centers on learners from Pakistan and China, specifically within the sub-register of argumentative essays. The findings reveal that Pakistani learners' essays demonstrate an informational style, while those of their Chinese counterparts exhibit narrative elements on Dimension 1. Moreover, Chinese learners' essays embrace a more context-dependent and nominalization-rich approach on Dimension 3, whereas Pakistani essays prioritize independence from context. Chinese essays are characterized by explicitness and persuasive language, including extensive use of modal verbs on Dimension 4, while Pakistani essays exhibit a more concrete and objective quality, maintaining a natural tone. Finally, Chinese essays exhibit a formal, technical, and abstract style, in contrast to the non-abstract, objective, and natural tone found in Pakistani essays on Dimension 5. In conclusion, this study highlights how learners acquire and utilize vocabulary and expressions from diverse texts, influencing various lexical and grammatical aspects that shape their distinct linguistic styles. The MD analysis identifies specific linguistic features that are either over- or under-utilized, thus contributing to a richer understanding of cross-cultural variations in argumentative essays
Improving Language Teaching through 6 Principles: A TESOL Book Review
Get PDFIn a world wherein speaking two or more languages is considered an advantage and an integral component for successful careers, teaching English as a second language has become both a challenge and a necessity in molding learners into linguistically and communicatively competent individuals in an increasingly globally-competitive society. As an English teacher, it is of great importance to become a model of language proficiency. Numerous researches and studies have proven how students try to be as proficient as their teachers. Teachers’ proficiency and overall linguistic knowledge significantly impact on the learners and cannot be overstated. It is then imperative for language teachers to understand how second language acquisition and development takes place and how to be exemplary in teaching the English learners.
The book entitled: The 6 Principles for Exemplary Teaching of English Learners (2019) taught me different concepts that I can integrate in teaching English as a second language in a classroom where other languages are utilized. The book provides essential information that teachers should know about English language development, along with the 6 feasible examples of how these principles can be enacted in ESL/EFL classrooms. Inside its 209 pages, divided into 6 chapters, are ideas about mobilizing students’ home languages as cognitive resources to enrich the language education of language learners. Being able to engage our students in their native tongue creates a comfortable environment for them to speak English efficiently and successfully.
We, at first, doubted the credibility of the authors, but upon further research, their repertoire seemed to exceed ours. Deborah J. Short, the lead writer of the book, was apparently the President of the TESOL International Association, built around “professionals advancing the quality of English language teaching through professional development, research, standards, and advocacy,” according to their website, www.tesol.org. Other contributors, Helene Becker, Nancy Cloud, Andrea B. Hellman, and Linda New Levine, also have interesting backgrounds spanning from directing various English programs in different places in the US and other countries in teaching students with diverse cultural backgrounds that can hinder their second language acquisition. Even the writer of the book’s foreword, Professor Jim Cummins, has a sizable number of theories and studies about language education, earning him a name in the language research community. Their personal experiences in dealing with learners from different environments lead them in publishing a book that can help other English language teachers like us in integrating learners’ vernacular roots in learning a second language.
The first chapter, A Vision for Exemplary English Language Teaching, describes the authors’ motivation in writing the book. The chapter starts with a situation where the young second language learners use their first language to complete a project that requires verbal usage of English. Unfortunately for them, a group member of theirs is not that fluent in English. Nevertheless, they manage to teach their friend the language through contributing to their project. The chapter further explains the need for the 6 Principles amid a growing subgroup of English learners in the United States. Alongside the lack of strategies for teaching reading to English learners to new teacher candidates, the authors observe the importance of concepts that detail on how to teach a second language and relevant skills necessary for their subject areas to learners new to English. They masterfully wrote the different factors that affect language acquisition and the reasons why new ideas are useful during these times.
Next, Chapter 2 discusses the important background information to further specify what needs to be taught language-wise. What Teachers Should Know About English Language Development to Plan Instruction differentiates between social and academic language. The authors explained where these different usages of speech are developed, with social language coming from informal communication with lots of listening and speaking and academic language hailing from formal communication through reading and writing. Deeper in the chapter, standards for English proficiency and levels of English development provide substantial guides as to how to identify the magnitude of mastery my second language students have. There are also listed factors and conditions that can affect language learning, making me more aware of the needs of learners.
The 6 Principles for Exemplary Teaching of English Learners, the third chapter, finally talks about the 6 different recommended practices an English teacher should consider, the six core principles of exemplary teaching: 1) Know your learners, 2) Create conditions for language learning, 3) Design high-quality lessons for language development, 4) Adapt lesson delivery as needed, 5) Monitor and assess student language development, and 6) Engage and collaborate within a community of practice. Reading the elaborations the authors have in each principle, the details mentioned in Chapter 1 and 2 made sense. Without knowing your students, we would not be able to adapt in accordance with their language needs, inefficiently educating learners in the second language. Studying the chapter made me reevaluate and reaffirm our teaching methods, making sure that we are doing well in teaching English towards second language students.
Chapter four, Additional Roles for Teachers of English Learners, illustrates the different roles of teachers of English learners. It streamlines the four most important tasks of teachers of English. As mentors or counselors, teachers of English serve as pillars that ensure stability in the process of learning inside the classroom, no matter what the backgrounds of their learners maybe. They also serve as advocates for the learners, prioritizing key areas in academics, social and emotional needs, access to programs and opportunities, support for families, and societal and legal issues. Being reliable resources of colleagues is also a role that champions collaboration and cooperation in the workforce. With this kind of engagement, everybody wins in the process of teaching English. Teachers of English are regarded as active participant in the development of curricula, and other locally-designed materials. All of these add to the value to the profession and teachers of English may benefit from the satisfaction that these responsibilities may bring.
The last chapter, Establishing a Culture of Shared Responsibility, highlights valuable recommendations to all contributors to the teaching of English. From the district curriculum directors to the instructional coaches and from school principals to school psychologists, everyone is enjoined to look into the lens of culture of shared responsibility and examine their individual roles in helping learners of English achieve their full potential. Although this chapter is for school-based professionals, other professionals complement in the process as well, creating a greater impact in the education of learners of English. As this chapter shows, if all practitioners do their part, the whole school becomes responsive to the needs of learners, parents and guardians. Chapter 5 serves as the very important synergy of all professionals involved.
After reviewing the entire book along with its principles, the reviewers highly recommend it. Because of its emphasis on schools collaborating with everyone in the school community, the book creates opportunities to prepare teachers of English to various challenges hampering the academic and linguistic growth of their learners. The basic, but very timely and crucial principles, are potential catalysts for change, if schools implement them. From knowing your learners to engaging and collaborating within a community of practice, this book is systematically written for all professionals in the learning community. At most, this should be in the library for anyone who has a part in the teaching of English
Pragmatic Role of Offline Hashtags: Guide to Readers’ Inference
Get PDFThis research seeks to throw light on pragmatic role of hashtags used in the offline contexts. Guided by the relevance-theoretic perspective, the study shows that hashtags used in any utterance contribute to relevance by activating and making more accessible some contextual assumptions, therefore guiding the reader in inferring the utterance to reach the intended meaning of the addresser. The content of the hashtags helps the readers to derive both explicit and implicit messages of the context they are used in. In order to present more information in limited space, the hashtags have been adopted from the cyber space and appropriated for use in offline contexts. This study in particular highlights the use of hashtags in offline advertisements and the way they help in communicating the overall message to the audience
Investigation of Educational Language Policy of Pakistan: An Evaluative Study
Get PDFLanguage policy and planning (LPP) is a mechanism of policy makers’ decisions and its implementation through documentational or non-documentational practices. This study has established stance around the term ‘Language Policy and Evaluation (LPE)’, which includes documents related to the language policy. The chief purpose of this study is to evaluate the policy planning with regards to evaluation of policy document ‘National Education Policy (NEP) 2017’, by applying proposed checklist on the basis of Haddad and Demsky’s (1995) framework for policy making and planning at macro-level Therefore, the current study has critically investigated: how educational Language Policy in Pakistan is designed. For the analysis purpose, the policy document was collected through online source. The findings of this study revealed that policy has mostly discussed the elements said by the modal at macro-level. The conclusion and educational implications of this study suggest stakeholders and researches for ELP assessment and evaluation for further development of policies and the field of study