Global Education Conference

November 16, 2010

The Global Education Conference, November 15-19, 2010 brings together educators from over 62 countries. Over 300 general sessions are being held, all on line, during a variety of time zones. There is no formal registration required for the conference, as all the sessions will be open and public, broadcast live using the Elluminate platform, and available in recorded formats afterward.

Presenters are sharing their slides on the conference’s Slideshare site.

Today I gave a session on Global Trends in Language Learning in the 21st Century. I’ve posted my slides there, too. Here’s a quick link to them, too.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

What is “Globish”? Why should we care?

November 15, 2010

The search term “Globish” returns over 100,000 hits on Google. What is it and why should language teachers care?

The term itself is a combination of “global” and “English”.

One site describes Globish as a simplified, yet standard version of English, based on a core vocabulary of 1500 words. The word itself and the concept behind it are the brain child of Jean-Paul Nerriere, a business man who speaks English, and his own version of it, Globish, as additional languages.

The premise? That if everyone in the world who wanted to speak English learned this simplified form of it, that they’d all learn much faster and be more effective.

This is a seductive concept… Fewer vocabulary words theoretically means less work. Less work always sounds attractive to language learners desperate to gain fluency.

The work of Dr. Hetty Roessingh, a senior researcher at the University of Calgary, reveals that by Grade 1, students who are native English speakers normally have a vocabulary of 5000 words. By grade 12, that number has increased to 80,000 to 100,000 words. She argues that we should be trying to enrich the vocabulary of English as a Second Language (ESL) and English as a Foreign Language (EFL) students, not whittle it down.

What do you think? Is 1500 words enough to be considered a complete understanding of a language?

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

6 Comments | ESL, languages, research | Tagged: , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

10 Ways to Sound Smarter

November 10, 2010

Sarah Eaton speaker presenter keynote education literacyYou may wear the proper clothes and drive a snazzy car, but what about your “verbal image”?

The words you use in business or an academic setting convey a message about you. Being articulate is often associated with being competent, being able to do the job, being able to rise to new challenges. Here are 10 tips to sound smarter, more professional and to boost your “verbal image”.

  1. Ditch the fillers. You don’t like fillers in your food, do you? There are certain words or sounds that can turn a perfectly good sentence into a verbal hot dog. Words such as “like” and phrases such as “ya know”, add nothing to the quality of your verbal spread. Eliminate them and you’ll automatically sound more eloquent and intelligent.
  2. Eliminate the “um”s and “ah”s. When you do, you’ll add quality to your speech by making you sound more confident and assured.
  3. Use transition words with care. Overusing words such as “well…” and “so…” can be annoying for the listener. Listen for these words in your speech. If you need to transition from one idea to another, add a few other key words to your vocabulary. “Therefore”, “in essence…” and “my point is…” are excellent additions that can often be used in place of tired words such as “well” and “some” that add little value to what you are saying.
  4. Pause. People are afraid of dead air. If it goes on for too long, or is accompanied by a look of panic, then silence is not your friend. But deliberate, well placed pauses show you are in control as a speaker. It also gives your listener time to process what you just said. Learn the subtle art of the gentle pause to command more attention.
  5. Be precise. Instead of saying “blah, blah, blah” or “whatever!”, instead say “et cetera” or choose a word that means what you’re actually trying to say. Instead of “stuff”, say “materials” or “substance”. Precision indicates that you have chosen your words with care; always a smart choice.
  6. Make the dictionary your friend. Knowing what words to say when can mean the difference between sounding educated and sounding like an idiot. Someone recently told me of a case where the person speaking confused the words “masticate” and “macerate”. It made the sentence hilarious. Sadly, the speaker didn’t sound like so much of an expert after that.
  7. Choose words of Latin or Greek origin. Words that come from Latin or Greek are more academic. Once the dictionary is your friend, learn the origins of words. Choose words that come from either of these two classical languages and you’ll sound more educated.
  8. Choose your words carefully. You may know that a word has a Latin or Greek origin, doesn’t mean you should use it. “Masticate” and “macerate” both have origins in an ancient language. Using big words improperly doesn’t make you sound smart. Know what words mean and in what context to use them.
  9. Power your sentences with verbs – used properly. “Me Tarzan, you Jane” lacks verbs and has become the quintessential phrase indicating a lack of formal education. Using verbs alone that should be paired with another verb is equally telling. “I drunk the tea” should be either “I drank the tea” or “I had drunk the tea.” Knowing the difference between these tenses – and when to use them, is the mark of an educated speaker.
  10. Eliminate the slang. “Ain’t”, “s’up” and “bro” may be fine for the street, but they have no place in the business or academic environment. There’s a difference between being relaxed and casual and sounding like you’re from the ‘hood.

The trick is to polish your verbal image without looking like you’re trying too hard. The reason TV characters like “Fraser” are so funny is that their speech is exaggeratedly intellectual. Subtle changes can sharpen your verbal image without making you sound like a pompous know-it-all. When in doubt, less is often more.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

1 Comment | second languages, Uncategorized | Tagged: , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Promise only what you can deliver

November 8, 2010

There are no two ways about it: education is a competitive business. A huge component of a learning organization’s reputation is its credibility. As non-profit organizations and schools jump on the marketing bandwagon, there is a temptation to promise more than you can actually deliver. There is no faster way to lose a good reputation than by disappointing your learners, or their parents, depending on who is footing the bill for their education.

Promising fluency in three weeks or guaranteeing students a certain score on internationally recognized tests are bad ways to market your program. Why? Because you’re lying to them. And lying does little to build trust or an excellent long-term reputation.

A more effective way is to show students what they will be learning and the benefits they will receive. You can do this by including a syllabus in your promotional package and on your web site. Be honest about the kinds of activities and excursions you take them on. Don’t promise them they will go whitewater rafting and horseback riding unless you actually plan to take them. (By the way, it is a good idea to check with your insurance policy before endorsing high-risk activities for your students.)

Many language schools do promise only what they can deliver, only to work with the occasional agent or representative who inflates the promises while they are promoting the school abroad. While many agents are legitimate, there are those who are not. It is worth your while to review all literature your agents plan to send out on your behalf, even if that means hiring a translator. Your credibility is on the line, and it is your responsibility to ensure that prospects are getting a true picture of your school before they sign up.

Another way to boost your credibility is to outline on your web page exactly what students can expect from your program. That way, it is clear and you will show that you are being accountable to your students and to your own sense of credibility.

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This post has been adapted from “Idea # 14: Promise only what you can deliver” from 101 Ways to Market Your Language Program.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Teaching Public Speaking to Literacy or ESL Students

November 5, 2010

I have the privilege of being both a teacher and a professional speaker. That means that I earn a portion of my living by facilitating workshops and giving keynotes on topics related to my field of expertise.

I have not found many materials that specifically target the topic of how to teach public speaking to literacy or ESL learners, so here are some resources for you:

The first place for adult learners to turn is to Toastmasters. This is an international, non-profit organization dedicated to teaching people the skill of public speaking. They also have a link to free resources on their website.

Other places to find information on public speaking:

Members of organizations such as CAPS and NSA are fully trained, and earn a significant portion of their livelihood through speaking. Most pro speakers have spent thousands of hours in non-formal settings such as professional development workshops offered through organizations such as Toastmasters before they ever stepped into the professional realm.

There’s a fellow by the name of Tom Sticht who does workshops on Oracy in Canada and the United States. He does not have a website, but his papers are archived on the National Adult Literacy Database. Many of his programs are suitable for school age children.

Here are some ideas on how to teach public speaking to literacy learners or ESL students:

Workshop with a professional speaker

Invite a professional speaker from your community in to do an interactive workshop. Many pro speakers will offer this type of workshop, even if they don’t advertise it. If you Google “professional speaker” + <your community or city>, you should get a list of the pros in your area. Be aware that a pro speaker may not give a workshop completely pro bono. (It is, after all, how they make their living.) Having said that, you are very likely to get excellent quality for the fee that you pay.

Workshop with an Aspiring Speaker

Invite in an aspiring speaker to do a workshop with your staff or students. By “aspiring” I mean someone who is likely in Toastmasters now or has gone through the program. He or she may be trying to become a professional speaker, but lacks the experience. When you extend the invitation, offer them a thank you letter for their professional portfolio. (He or she will need this when applying for membership in a pro organization later on). How do you find these people? A call to your local Toastmasters club explaining what
you’re looking for should do it.

Guest judges for student speeches

If you teach your own lessons on public speaking, challenge the students to prepare a brief speech of their own. Invite professional or aspiring speakers from your community to be “guest judges” for the student presentations or a small speech competition. The judges can offer feedback, advice and suggestions to help students improve further.

There are likely a great deal of resources available in your local community to teach your learners about public speaking!
Related post: Rubrics for Grading Student Presentations

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

4 Comments | education, ESL, languages, second languages, Uncategorized | Tagged: , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

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