Archive for June, 2008

If the amount of new stuff I learnt from the new book “Academic Vocabulary in Use” by Michael McCarthy and Felicity O’Dell is anything to go by (a book for students from “good Intermediate level”, not for teachers!), the answer about whether I should be teaching English for Academic Purposes is a resounding “No!”, although several things make me feel better about that:

- I detest universities as institutions and don’t want to work in one anyway
- I studied Physics, so the longest thing I ever had to write was 1500 words and no one expected me to have basic human communication skills, yet alone a grasp of academic prose
- With authors like those, I was hardly going to know everything they know
- Ditto with the Cambridge International Corpus, and anyway the whole idea of a corpus is that it is supposed to give counter-intuitive results

With those provisos to make you feel better about your results, without any further ado here is the “Should you be teaching EAP?” quiz.

Answer the questions below to see whether you should be getting into or out of the world of EAP. My own score was very nearly zero (which is why I picked them, but the first question is an easy one to get you started), so good luck. Answers in the comments section. Only the answers from the book are acceptable, so if there are several possible answers you will need to think of all of them before turning to the answer key. One point per answer, total possible score is 38.
The “Should you be teaching EAP?” quiz

Collocations

1. Pick out the two collocations that are not given in the book “Academic Vocabulary in Use” and so are presumably not common in academic English

“gently fondle”,  “intermittent contact”, “animated debate”, “excess energy”, “recent phenomenon”, “conflicting role”, “efficient way”, “conflicting role”, “break off contact”, “with the fashion sense of a physics grad”, “differentiate the elements”, “emerging phenomena”, “strengthened roles”, “important difference”, “major point”, “enormous amount” and “widespread assumption” are common collocations in academic English

British and American Academic English

2. List 20 verbs that always take -ise (and therefore never –ize) in both British and American English.
 
3. Give four words that are spelt with ae in British English but e in Am Eng
 
4. And two with oe/e

5. How many words can you think of with a -our spelling in British English but a -or spelling in American English? (you only get points if your answer includes the one word that from the book that I didn’t know)
 
6. How many words can you think of with an -re spelling in British English but a –er spelling in American English? (you only get points if your answer includes the one word that from the book that I didn’t know)

7. Can you explain when we use the spellings “humor”, “honor” and “glamor” in British English?

8. Can you explain when we use the spelling “meter” in British English?
 
9. What’s the difference between the British and American meanings of (exam) rubric?
 
The original meanings of words

10. Sophomore comes from the Greek for…
 
11. What did the “hyper” in hyperrealism originally mean?

12. What did the “quasi-” in quasigovernmental originally mean?

13. What did the “-ant” in “coolant” and “accelerant” originally mean?

14. What did the “-cy” in “accuracy” and “literacy” originally mean?

15. What two meanings does “-ism” have?

16. What did the “-ics” in “genetics” and “electronics” originally mean?

Abbreviations

17. What does e.g. stand for?

18. What does “i.e.” stand for?

19. What does “et al” stand for?

20. What does “ibid.” stand for?

21. What does “cf.” stand for?

22. What does “q.v.” stand for?

23. What does “LLB” stand for?

24. What does “FRS” stand for?

25. What does “CUNY” stand for?

26. What does “FAAFP” stand for?

27. What does “MRCS” stand for?

28. What does “AMA” stand for?

29. What does “ACA” stand for?

30. What does “FASB” stand for?

31. What does “AICPA” stand for?

Formal and informal English

32. What are more formal versions of recap, be based on, deal with, promise, write about, almost

33. What’s a formal way of saying ‘although’?

34. What’s a more informal way of saying ‘nevertheless’?

Misc

35. Why do the words “discipline”, “underline”, “solid”, “generate”, “turn”, “confirm”, “identify”, “character”, “pose”, “nature” and “focus” all appear in the same section of a book on academic English?

36. Rewrite the sentence ‘Radiation was accidentally released over a 24-hour period, damaging a wide area for a long time’ in a more academic manner and identify the general feature of academic grammar that it illustrates.

37. Rewrite the sentence “Marx’s contribution is very significant” in a more academic manner and identify the general aspect of academic English grammar that this illustrates.

38. What other expression does the book give instead of “mind map”?

As is my role as the navelgazer of TEFL, having had to take a close look at the battleground that is the teflnet recently has made me wonder whether something deeper is going on. Do I hear “class war” as an explanation? I’m never one to rule that out, but my theory is that, as is often the case with these arguments that go on forever, we are actually talking two different languages.

As me and Sandy have been doing more than our fair share of trying to see the TEFL capitalists’ point of view recently, let’s see if I can’t try and explain our particular (and peculiar) culture and viewpoint to them:

 - If you are a successful businessman who heads a large company, for many people that is enough to make you the enemy. and there is nothing you can do to change their minds. For example, how many people have admitted they were wrong about Bill Gates’s evil empire just because he has turned into Mother Theresa? That’s right- none! It could be due to a philosophy of class war or other political reasons, it could be bitterness, but it’s usually a version of the tall poppy syndrome. I personally think that the tall poppy syndrome is healthy, and while it suggests an abandonment of logic it’s no worse than the ‘rich and successful = good’ culture of the rest of the world (more…)

This interview was conducted by email over the last week or so, with me submitting the main outline and then asking a few follow up questions when the main answers came back. My questions are in bold, and the follow up questions and answers are in italics.

1. A brief history of your career
This was covered in a recent interview in the BKK Post but here it is again:

I began life in a completely different field—selling industrial equipment and negotiating Joint Ventures in China.  When the company I worked for had a problem with our customer in China, I was sent to Hong Kong to resolve it. 
When the company went under, I was somewhat abandoned in Hong Kong. 

The job market back home was not that good (and my field was very specialized) so I thought I would look for a job in Hong Kong.  A friend suggested I teach English to earn some money to pay the rent.

Before long I was teaching full time and loving it!  I then started opening small schools around Hong Kong.  But after several years I was burned out.  Married by then with a small child, we decided to move to Thailand.  Soon afterwards I decided to pen up a TESOL course.  The main purpose was to find and train qualified teachers for the schools in Hong Kong!  But after some initial success I decided to expand.

2.    A brief history of TEFL International, the secret of its success and the principles behind it

Started out as a Trinity course.  After some differences of opinion with the CE of Trinity at the time, we became independent on 1 Jan 2000.  As a small, newly independent school, I decided that the only way we could credibly tell our students that our course was internationally recognized was to be truly international.  Thus, the rapid expansion.

3.    A list of some of the things that TEFL International does now
 ·         TESOL Courses
·         Volunteer Programs
·         Guaranteed Jobs programs
·         Teacher Training for local teachers (usually through the Thai Ministry of Education)
·         Teach/learn language programs
·         Teach/Intern programs
 
4. Can you give some details of TI’s charity/non-profit status and structure

First of all, we do not need to be a non-profit.  We could avoid all taxes by moving our base to some offshore tax shelter.  And it’s not like I enjoy having all of our accounts (including my salary) available to the public.  But we work with universities and universities feel better working with a non profit than a for profit.  Plus, we do a lot of things that non profits do like real volunteer work and assistance for the less fortunate. 

I do not know a lot about US tax laws (which are extremely complex).  But every year we have to hire a special accountant to do our taxes and submit them to the IRS to ensure we continue to meet US non-profit status. (more…)

For those of you who haven’t been on the Worksheet pages yet (although surely no one would waste their time reading the blog when they could save planning time by using the worksheets??) and the many more of you who are going to end up here after the error messages because I’ve shortened lots of html names (because good names are good apparently), here is where the worksheets are now:

Medical and Pharmaceutical worksheets

Business English and ESP Games and Worksheets

Telephoning Games and Worksheets

Technical English and Numbers Games and Worksheets

EFL Exam games and worksheets- IELTS, TOEIC etc.

Travel English, Tourism and Study Abroad worksheets

Writing Games and Worksheets

Vocabulary Games and Worksheets

Functional and Social English Games and Worksheets

Video worksheets

Song worksheets

Cultural training worksheets for EFL classes

Grammar games and worksheets

Jonnyboy is the cartoonist behind the often amusing Langwich Scool (if you think that is faint praise take a look at how much I’ve struggled and repeated the same jokes in my own attempts at TEFL humour) and the author of the life saving books At Last, Photocopies You Can Give Your Kids’ Classes Without Them Groaning. And now he’s released a book that makes IELTS fun. No, that is not another failed attempt at TEFLtastic humour- it really is so. Check out the book IELTS Resource Pack with free samples hereon the Delta Publishing website. I’ve only tried out a few pages, but as a certified photocopiable materials sommelier I can guarantee it is going to be full of all kinds of fun stuff. Quite a lot looks useful for EAP and Technical English classes too.

What is perhaps even more surprising about Jon Marks is that he has become a Delta Publishing regular author without being, to my knowledge, a member of the Pilgrimsmafia. Or at least if he is, he seems to have a bs detector that stops any of his games getting self indulgent and silly.

With all the problems I have had with TEFL teaching dossers (especially dossing DoSes) over the years, I have to admit that their philosophical position does at least have logic going for it- if they are going to be treated like a child and paid like someone in MacDonalds, that is how they are going to do their job. Perhaps the classic example was a teacher in Spain who thought he was owed a job with us due to having been out drinking a few times, and was so incensed at the idea of being asked to write a CV, that he typed up this one line resume for us: (more…)

I’d love to believe that the collective efforts of TEFL bloggers and website owners were working towards building a tefl internet where a word or two on Google will be worth more than asking people you know for recommendations for TEFL qualifications, schools and countries to work in, and teaching techniques and materials to use. Unfortunately, I think the present and near future reality is not so ideal.

Starting with a simple and practical example, would you be better off spending 20 minutes searching on the Internet for suitable worksheets, or should you spend that time trawling through the teachers’ room bookshelves and asking other teachers? If my own experience and the people who arrive on my blogs looking for something that isn’t there are anything to go by, I’d leave that keyboard alone.

And now to the more complex question of trying to find out something about, for example, training with and/or working with TEFL International in Thailand. What are the chances that an Internet search will give you the information you need? The answer is clear… (more…)

Answer the simple yes/ no questions below and find out (one point for every “yes”, half a point for every “maybe” and zero points for every “no”)

1. Are you unable to read a newspaper or magazine without wondering if something in it might be suitable for class?

2. Do you sometimes know what unit or page number certain exercises are on?

3. Do you write all your texts (SMS) in full sentences with correct punctuation?

4. Do you notice every non-standard language use of your friends and family?

5. Are you unable to regain your pre-TEFL pronunciation or speaking speed in the first week back home?

6. Have you ever finished one MA and then thought about doing another?

7. Have you ever used a popular book on language or psychology like Mother Tongue or an Oliver Sacks as a bit of relaxation between books on teaching?

8. Can you recognize over 50% of the participants on any randomly picked TEFL forum thread?

9. Have you ever had to quit reading something because the careless spelling mistakes etc annoyed you too much?

10. Have you ever corrected the English in an article, or on a notice or sign in pen?

11. Have you got angry about a TEFL forum discussion more than once?

12. Have you ever got excited about collocations?

13. Are you able to recognise which book a random photocopy comes from 70% of the time?

14. Do you ever pay attention to news of movements of people in the industry that don’t affect you (”Have you heard that the head of IH has been sacked”, “Nooooooo!?”)?

15. Have you ever got excited about a new TEFL book before you’ve even seen a copy?

16. Do you laugh more than 10% of these Langwich Scool cartoons (have a click if you’ve never seen them before)?

17. Do you laugh more than ten percent of these Alternative ELT Jargon Dictionary definitions?

18. Do you ever make judgements about someone’s personality based on their spelling?

19. Have you ever tried to use correcting someone’s grammar as a way of winning an argument about something else?

20. Is more than 50% of your internet time every week TEFL related?

See below for what your scores mean: (more…)

BIELT- The British Institute of English Language Teaching, set up with the goals of establishing a framework of professional qualifications and a professional code of practice. It failed.

BULATS- EFL testing euphemism for “bollocks”

Cloze- (more…)

As predicted, I decided that Lessons from Good Language Learners was worth dipping into after all and gave it a half decent review. I think I might have reached the limit with how much obvious-stuff-half-backed-up-by-research I can take with Teacher Language Awareness by Stephen Andrews, though, a book whose premise is that what teachers know and feel about grammar affects their ability to teach the language. Well, duh! (As all the best linguists say)

So, as I got a freebie copy and so feel I have to read all through before I give up on writing a review, I’ve had to ignore its main message and get my amusement and enlightenment where I can. Luckily, there are a few little gems like this from page 26: (more…)