Daily ESL Lesson

The Daily English lesson by ESL Gold is a great tool for tutors and learners.  This web-site has other helpful resources as well.
http://www.eslgold.com/daily_lessons.html

12 Tips for Speaking to English Learners

1. Speak concisely and clearly without mumbling or running words together. 
2. Use natural tone and rhythm.  Natural English emphasizes content words which are important for the listener.
3. Avoid speaking louder than normal but don’t speak under your breath either.  English learners are not usually hard of hearing but a dynamic dialogue can be easier to understand than soft speech.  Gestures or actions can be helpful.
4. Avoid speaking too fast.  Pause after a sentence or two to give the listener a chance to sort out what you have said.  Allow time for response.
5. Avoid unnecessary words.  For example, “This isn’t a particularly good idea for obvious reasons.”  Just say “This is not a good idea.”   
6. Avoid embedded sentences and multiple clauses.  “She’s the person who was helping us when we used the map that showed us how to get to the class from here,” is confusing to the ESL listener.
7. Use simple vocabulary.  Instead of “It would be my preference to meet alternate weeks on Monday mid-afternoon,” say “I would like to meet every second Monday afternoon.”
8. Avoid idioms.  An English learner probably does not understand the meaning of “I realized after the fact that I was barking up the wrong tree.”
9. Do not use “pidgin English,” such as “go food store” instead of “Let’s go to the supermarket.” It is demeaning to the listener and not helpful for understanding or for learning. 
10. Be mindful whether the listener has learned informal or formal English.  Some learners know book English, so they are better at formal, Standard English.  Others have learned English by listening (ear learners) so they may understand informal English better.
11. Don’t assume learners understand everything you say, even when you speak well.   It is not enough to ask a group "Does everyone understand?" Many people would hesitate to speak up.  Check frequently for understanding by asking specific questions. 
12. If someone with limited English indicates that he or she doesn't understand something it won't help if you give a long, complicated explanation. That would just be more English that the person doesn't understand. Backtrack and explain your point more simply, using actions, writing, pictures, and short, simple restatements.

NOTE:  This list is available as a handout - email janetl@chilliwacklearning.com

Volunteer in Eastern B.C.

I thought our Chilliwack tutors would appreciate a story about a fellow ESLSAP volunteer in Nelson, B.C.  Enjoy!  http://www.nelsonstar.com/community/230734291.html?mobile=true

Professional Development for Volunteers

Job Interview Readiness

A job interview is nerve-racking for most of us; for an English learner it can be a terrifying prospect!  If your learner is looking for work, you can help prepare him/her.

·       Ask your learner to find job postings of interest and go through them together.  Discuss the vocabulary and various aspects of the job. 

·       Research the company further, if possible. 

·       How does one apply for the position?  Does your learner have a resume and know how to write a cover letter?

·       Has your learner visited WorkBC for help?  Check their web-site at https://www.workbc.ca/

·       Questions that interviewers ask can be very different in Canada than other cultures.  Discuss this with your learner, and then perform a role play.  Start with a few simple questions and do something more difficult the next session.  Check out the samples and resources at

http://www.eslflow.com/Interviewquestions.html

·       Share about your own experience in the job market.  Encourage and have fun!

 

 

I am a good tutor/teacher because...

Adapted from blogger http://katenonesuch.com/

I’m evaluating learning.

I’m doing constant formative assessment as I work with students individually or in a group. What do they know? Where in the process are they stuck? What misconceptions are blocking their understanding of this new work? Will their grasp of this material be a sufficient basis for the new work I know is coming up next week?

I’m evaluating teaching.
Which of the strategies I have for teaching periods and capitals is working best for these students today?  What should I change in my tutoring?

I’m thinking about the long term and the short term.
How does this lesson on periods and capitals fit into my plan for helping students improve their writing? What connections can I make to show students how things fit together in the bigger picture?
 
I’m paying attention to emotions.
I look for behaviours that indicate what my learner is feeling:  Is frustration making it impossible to concentrate on the work?  Is she finding joy and satisfaction in doing something she couldn’t do yesterday?  Is response to stress is causing her to disassociate?

I try to find some way to express or deal with the emotions that are impeding learning, and bring forward those that are conducive to learning. I watch my own emotions, too, because they affect my teaching, and my students’ learning.

I’m solving problems.
Every minute, as they come up. Many things new and different every session.

I’m refusing to be bored.
If I’m bored, something is not working. I find out what it is, and fix it.

I’m engaged.
My students respond to me, not because they like me, but because I’m teaching!  …and because they’re learning.

Make OR Do?

The difference between 'make' and 'do' can cause some difficulties for ESL learners as it's not always easy to know when to use which. As a general rule, we use 'make' when we are talking about creating something (for example, make a cake, make a mistake, make a plan). 'Do' is used to express daily activities or jobs. Nothing physical is being created. The focus is on performing an action, activity, or task (for example, do homework, do the laundry, do the dishes). This is a general rule because there are always exceptions in English but it’s a starting point. Check on-line for interactive and printable practice for “make” and “do”.