Some Ways of Speaking in English
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The article ‘Some Ways of Speaking in English: A Malaysian perspective’ by Hyacinth Gaudart discussed varying ways of how English was being spoken by different speakers while taking into account their different cultural backgrounds. It focused on the speech patterns used and the implication of each to English language teaching in Malaysia.
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Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse Students
Chapter 9
Cultural Differences in the Mainstream Classroom
Cultures differ from one to along the following dimensions (Brown & Lundrum-Brown, 1995).
Axiology – The interpersonal values held by members of a cultural group.
Ethos – The beliefs that guide social interactions among members of a cultural group.
Epistemology – Ways of knowing and learning.
Accommodating Cultural Differences in the Classroom
It is very important that you learn the cultural background of your students in order to build a report with the students.
Learning cultural backgrounds can be achieved by doing the following:
Read about students’ home cultures.
Talk with family members to find out about their home literacy practices.
Talk with community members or colleagues who are familiar with students’ home cultures.
Linguistic Differences in the Mainstream Classroom
Cultural Diversity and Linguistic Diversity are two different things. Linguistic differences refer to the different languages of different ethnic groups.
Languages and Dialects. Often times different socio-economic classes have different dialects. There has been a great debate over the past few years about the following:
Ebonics – Is it a dialect or is it incorrect grammar?
Should we accommodate non-standard dialects within the classroom?
How does English Compare to Other Languages?
There are certain aspects of the English language that make it difficult to learn. The English language has more sounds than any other language. There are as many as 3x more sounds in the English language than any other.
Consider the following aspects when analyzing the English language:
Phonology
Morphology
Syntax
How does English Compare to Other Languages?
Aspects of the English Language Cont’d
Pragmatics
Writing Systems
What Do We Do to Support English Language Development in the Mainstream Classroom?
Make the classroom a space that is conducive to learning for English language learners.
Provide “comprehensible input”.
Encourage language production by English language learners.
Draw English language learners’ attention to linguistic forms.
Include home languages in the mainstream classroom.
Assessment of Culturally and Linguistically Diverse Students
When assessing English language learners it is very necessary to have modifications in the following areas:
Presentation of the test
Response to test questions
Setting
Timing/Scheduling
Reinforcement
References
...
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse Students
Chapter 9
Cultural Differences in the Mainstream Classroom
Cultures differ from one to along the following dimensions (Brown & Lundrum-Brown, 1995).
Axiology – The interpersonal values held by members of a cultural group.
Ethos – The beliefs that guide social interactions among members of a cultural group.
Epistemology – Ways of knowing and learning.
Accommodating Cultural Differences in the Classroom
It is very important that you learn the cultural background of your students in order to build a report with the students.
Learning cultural backgrounds can be achieved by doing the following:
Read about students’ home cultures.
Talk with family members to find out about their home literacy practices.
Talk with community members or colleagues who are familiar with students’ home cultures.
Linguistic Differences in the Mainstream Classroom
Cultural Diversity and Linguistic Diversity are two different things. Linguistic differences refer to the different languages of different ethnic groups.
Languages and Dialects. Often times different socio-economic classes have different dialects. There has been a great debate over the past few years about the following:
Ebonics – Is it a dialect or is it incorrect grammar?
Should we accommodate non-standard dialects within the classroom?
How does English Compare to Other Languages?
There are certain aspects of the English language that make it difficult to learn. The English language has more sounds than any other language. There are as many as 3x more sounds in the English language than any other.
Consider the following aspects when analyzing the English language:
Phonology
Morphology
Syntax
How does English Compare to Other Languages?
Aspects of the English Language Cont’d
Pragmatics
Writing Systems
What Do We Do to Support English Language Development in the Mainstream Classroom?
Make the classroom a space that is conducive to learning for English language learners.
Provide “comprehensible input”.
Encourage language production by English language learners.
Draw English language learners’ attention to linguistic forms.
Include home languages in the mainstream classroom.
Assessment of Culturally and Linguistically Diverse Students
When assessing English language learners it is very necessary to have modifications in the following areas:
Presentation of the test
Response to test questions
Setting
Timing/Scheduling
Reinforcement
References
.
How To Improve Oral English
The document discusses some of the cultural barriers that Chinese students face in learning English, particularly with regards to speaking skills. It outlines several aspects of Chinese culture, from traditional Confucian values to Communist ideology, that can influence students' behaviors and approach to learning. The document also provides suggestions on developing effective oral communication skills in English, such as participating actively in class discussions, focusing on skills development rather than just grammar, and overcoming fears of losing face that may stem from Chinese cultural influences.
F2F4U1 (2).pdf
- More people speak English as a second language than as a first language, with over 2 billion non-native speakers compared to around 350 million native speakers. This number is predicted to rise to over 3.5 billion people, or half the world's population, speaking English within 5 years.
- English has become the dominant language for international business, academia, science, technology and tourism due to its role in providing employment opportunities around the world.
- The way English is learned and used is changing as it spreads globally. Countries like South Korea are establishing immersion schools where students live in an English-only environment. As more people learn English, the language is evolving as speakers change it to suit their own needs
F2F4U1 (2).pdf
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APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
This case study examines the use of verb tenses by an English L2 learner from China. Interviews were conducted to understand the participant's language learning background. A picture description task elicited a language sample which was analyzed for use of past, present, and progressive verb tenses. Results show that the participant struggled most with past tense verbs. Additional analyses of lexical diversity provide further context. The discussion interprets the findings in relation to SLA theories and areas for future improvement.
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
APLX DATA ANSWERS
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran Running Intern Interns
Eat Ate Eating Laptop Laptops
Walk Walked Walking Homework Homework
Study Studied Studying Man Men
Swim Swam Swimming Person People
Practice Practiced Practicing Table Tables
Encounter Encountered Encountering House Houses
Admire Admired Admiring China(flatware) 瓷器 China
Hit Hit Hitting Car Cars
Sleep Slept Sleeping Goose Geese
Drive Drove Driving Volcano Volcanoes
See Saw Seeing Syllabus Syllabi
Do Did/Done Doing Potato Potatoes
Help Helped Helping Tooth Teeth
Cut Cut Cutting Woman Women
Bring Brought Bringing Glasses 眼镜 Glasses
Intern Interned Interning Computer Computers
Shower Showered Showering Deer Deer
Arise Arose Arising Foot Feet
APLX DATA L2
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran running Intern Interns
Eat ate eatting Laptop Laptops
Walk walked walking Homework Homeworks
Study Studied Studying Man men
Swim swam swimming Person people
Practice practiced practicing Table tables
Encounter encountered encounterring House houses
Admire admired admiring China(flatware) 瓷器 Chinese
Hit hitted hitting Car Cars
Sleep slept sleepping Goose Gooses
Drive drove driving Volcano Volcano
See saw seeing Syllabus Syllabus
Do did doing Potato potatos
Help helped helping Tooth teeth
Cut cutted cutting Woman Weman
Bring brought bring Glasses 眼镜 Glasses
Intern Intern Interning Computer Computers
Shower showered showerring Deer Deer
Arise arised arising Foot Feet
16/20 17/20 12/20
APLX DATA L1
Verb Present tense Verb Past tense Verb Progressive tense Noun Noun Plural
Run Ran Running Intern Interns
Eat Ate Eating Laptop Laptops
Walk Walked Walking Homework Homeworks
Study Studied Studying Man Men
Swim Swam Swimming Person People
Practice Practiced Practicing Table Tables
Encounter Encountered Encountering House Houses
Admire Admired Admiring China(flatware) 瓷器 China
Hit Hit Hitting Car Cars
Sleep Slept Sleeping Goose Geese
Drive Drove Driving Volcano Volcanoes
See Saw Seeing Syllabus Syllabi
Do Did/Done Doing Potato Potatoes
Help Helped Helping Tooth Teeth
Cut Cut Cutting Woman Women
Bring Brung Bringing Glasses 眼镜 Glasses
Intern Interned Interning Computer Computers
Shower Showered Showering Deer Deer
Arise Arose Arising Foot Feet
L1 Native speaker(baseline)
· Age: 21
· From Van Nuys, CA
· Length of L1 study: Native
· Education level: Junior at UCSC
· Linguistics major
· Father and mother both speaks English
· Mother is native english speaker, Father is Guatemalan.
1. When did you begin to study English?
My mother was a college freshman when she gave birth to me. As a result, she needed a babysitter or some sort of daycare to take care of me while she went to school and worked. She taught me basic English words and phrases that any parent would begin to teach their toddler. However, while she was busy, and once she found a trustworthy but inexpensive daycare to dr.
Islweek11eltgrammartranslation 140208100827-phpapp01 - copy
The document discusses the grammar translation method of teaching foreign languages. It describes GTM as focusing on translating texts and studying grammar rules, with little emphasis on speaking ability. Key aspects include deductive grammar instruction, a focus on accuracy over fluency, memorization of vocabulary through translation, and teacher-centered lessons. While GTM helps with reading skills, it is criticized for not developing communication skills and for being an unnatural way to learn a new language.
English 4 skills development
Good morning students. Today we have a new student joining our class. Let's make her feel welcome. Please introduce yourself to the class.
Student: Hello everyone. My name is Ana. I just moved here from Jakarta. It's nice to meet you all.
Students: Hello Ana! Welcome to our class!
Academic language
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of lessons and activities teachers can use to explicitly teach academic vocabulary, grammar structures, and other features of formal academic language to help English learners access content material and develop proficiency over time.
Whole School Language Presentation (Nov 2016)
The presentation covered Prem's whole school language policy and pathways. It discussed the importance of English as the language of instruction, supporting students' mother tongue development, and ensuring literacy in at least one language. The pathways were exemplified by three students with different language experiences - one studying in their mother tongue of English, one studying their mother tongue of Thai, and one studying both their mother tongues of English and Korean. The key points were that every child's experience is unique and the most important factor is strong literacy, with both language and literature and acquisition courses being valued diploma options.
Language Comparison Poster
This document summarizes a case study comparing the Spanish and English languages from the perspective of helping a student learn English as a second language. It describes how the student immigrated from Puerto Rico and lacks proficiency in his native Spanish. It identifies differences and similarities between Spanish and English phonology, grammar, and vocabulary. Examples are provided of common errors made by the student in English. The conclusion emphasizes how the student's Spanish proficiency affects his English acquisition and strategies like focusing on cognates to help with language transfer.
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Grade School To Grad School Tesol Barratt Latham Lobo
Grade School To Grad School Tesol Barratt Latham Lobo
July 2016 AEI - English as a Second Language Assessment
July 2016 AEI - English as a Second Language Assessment
Grade School To Grad School Tesol P Point 2007 Barratt Latham Lobo
Grade School To Grad School Tesol P Point 2007 Barratt Latham Lobo
The Elephant in the Room - The Taboo Issue of a Teacher's English
The Elephant in the Room - The Taboo Issue of a Teacher's English
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse StudentsCha.docx
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
APLX DATA ANSWERSVerb Present tense Verb Past tense Verb.docx
Islweek11eltgrammartranslation 140208100827-phpapp01 - copy
Islweek11eltgrammartranslation 140208100827-phpapp01 - copy
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Some Ways of Speaking in English
- 1. Gaudart, H. (2008) Some Ways of Speaking in English: A Malaysian Perspective. Malaysian Journal of ELT Research, Vol.4, 43-53. Presented by : MaizatulRanai CRITICAL REVIEW PRESENTATION
- 2. Ways of how English is spoken from Malaysian perspectivesand implications for English language teaching. Difficulties faced by some English speakers when coming in contact with native speakers. PARTICIPANTS : -Proficient TESL undergraduates and postgraduates -Non-Malaysian L1 & L2 speakers of English ( > 6 months in Malaysia) The main problem :
- 3. Observations Interviews Discussions Journals Recordings at special occasions Data collection
- 4. To convince readers that the ways English is being spoken is different according to the speakers’ cultural background. Hymes(1962) Beyond syntax and phonology, cultural differences is another dimension that needs to be given due consideration. Malaysian perspective cultural distinctions due to racial differences. Purpose
- 5. Communication clashes Varying pronunciation Lexical choices Ways of speaking (conversation styles) Results
- 6. Greetings An American was standing outside his apartment, smoking a cigarette. A neighbour came by. The American greeted the neighbourwith “Hi! How’re doing?” The neighbour responded, “Hi! Have you eaten?” “Not yet,” he answered. The neighbour smiled, walked on, got into his car and drive away. Examples of clashes
- 8. Speech act : Leave taking “When it was time to leave, we said our goodbyes, but stood around the living room, still talking. Next we moved to the door and put on our footwear. We stopped and chatted for a few more minutes. The next stop was at the gate. We chatted again. I was getting impatient with my parents. I wanted them to hurry up because I had some reading to do. Then we reached the car. Guess what? We stopped to chat some more. When we finally got into the car, I thought we would take off. But my uncle’s family came to the car and they talked some more. When we finally left, I remembered that I should have timed how long it took us from the first leave taking to when we finally went.”
- 9. Forms of address -Full titles ; Mr, Mrs and Ms. -Polite way or convenient way to address elders ; Uncle -Wrongly address ; Chinese names Tan Poi Lim : Mr Lim instead of Mr Tan
- 10. Reluctance to receiving compliments, unlike non-Malaysians. Example: A: Wah! Your dress very nice, lah! B : Nah lah! Bought from PasarMalam. Cheap..cheap only. A: PasarMalam also still nice what! B : No response Accepting compliments
- 11. Interactions at informal gatherings Example: (A journal kept by a Malaysian participant on a visit to Britain) A : You must try this. I only make it once a year. B : I haven’t tasted it before. A : Good. You can taste it now. B : Ey, not so much! A : So little how to taste? B : Little first then can take some more. A : Ah! Your husband can take some more. C : Thank you, Aunty. I think I’ve had enough. A : What enough! Man must eat like a man! (Puts more food on his plate)
- 12. Advanced learners in schools have complained that they learn nothing in classes. Teachers of advanced learners said their students are fluent in English and there is nothing much to teach them. Conclusion
- 13. Teach students to vary their language according to what is appropriate. Identify forms and functions of language. Identify similarities and differences between Malaysian culture and the cultures of L1 and L2 speakers of English in other countries. Use authentic materials – snippets from film/movies, documentaries, news, broadcasts, television shows, photographs, magazines, newspapers and printed materials like brochures, menus and ads. Role play and drama. Recommendation for teachers