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Creating a reading environment | Using readers in the classroom with adults

We all know why our students should read. Ask any teacher and they will probably tell you that reading builds vocabulary, improves grammar, improves writing skills, and develops critical thinking skills. Readers will tell you that they read because it gives them knowledge, helps them sleep, enhances the imagination, provides entertainment, or takes them ‘away from it all’ when they are feeling stressed.

But reading in a foreign language can feel like work. Tethered to the dictionary, learners often don’t get the same satisfaction from reading in a foreign language that they do in their first language. I recently experienced this myself. Wanting to ‘brush up on my French’, I bought a novel that looked promising. However, after 2 pages I gave up. Why? There were too many unknown words and expressions. It was a chore, not a pleasure.

So, how can we encourage our adult students to read?

1. Ensure they choose the right reading level. Graded readers are ideal for students learning English because they can choose the right level for comfortable reading. A quick way to assess reading level is to read a page from a book. There should be no more than 2-3 unknown words on the page, and students should be able to read steadily and with understanding. Students can also find out their level with this interactive level test. Once they have their level, they can choose a book that interests them out of the many available.

2. Create space for reading and discussion in class. Adult students have busy lives outside of class, so if you are serious about getting them reading, carve out reading time into every lesson. First, put students into groups to discuss what they are reading. Each student gives a short summary of what the book is about and how they like it so far. Next, give students 5-10 minutes of quiet, uninterrupted reading time. Without interfering or adding any pressure, quietly observe the reading behaviour of the students – if they are glued to the dictionary, suggest a lower level reader for this part of your lessons. You may find that students enjoy the quiet reading bit of the lesson the most!

3. Make reading a social experience. Building social relationships is a motivational driver, and many people enjoy talking about what they’ve read, so integrate this into the classroom with reading circles. Put students into groups and ask them to choose one graded reader that they will all read. Assign different roles to each student: discussion leader, summarizer, connector, word master, passage person, and culture collector. You can find out more about these roles in my webinar, or go to the teaching resources site at the Oxford Bookworms Club.

4. Find ways to link books to the outside world. In Sherlock Holmes: The Sign of Four by Sir Arthur Conan Doyle, Holmes takes on a very strange case with links to the Andaman Islands in the Bay of Bengal. As a project, students can learn more about these and other islands – connecting fiction with fact. For non-fiction lovers, there are plenty of graded non-fiction books that are informational and educational. One example is the Factfile about Stephen Hawking. You may know that between 1979 and 2009, Hawkins was the Lucasian Professor of Mathematics at Cambridge University, can you name three other well-known scientists who held this role (answers in the webinar!)?

5. Create low-stakes competition. A little competition can add a game-like element to lessons, bring students satisfaction from seeing their progress charted, and create a sense that students are part of a reading community. Set each student a 6-book challenge. To complete the challenge, they read a book and write a review – complete with a star-rating system. A review can be structured for any level:

Create a class chart or leader board to record how many books each student has read. Give students certificates once they have reached 6 books. Of course, students can read each other’s reviews to help them decide which book to read next!

If you are using e-books from the Oxford Learner’s Bookshelf, ask students to share their reading diary which not only tracks which book they have read, but also how many words they have read and time spent reading – this can give them quite a buzz when they see how a little reading over time can add up – imagine reaching 5,000 words read!

There are many more ways to foster reading. Join me in my webinar where I’ll present these and other ideas for using readers in the classroom with adults. Come a few minutes early and share what you are reading with others in the chat box!

Click here to register for the upcoming webinar, see you there!


Stacey Hughes is a part-time lecturer at Oxford Brookes University and also works freelance as a teacher developer, materials writer and educational consultant in ELT. She has taught English in the US, Poland, Italy and the UK in many different contexts. She also taught French and Spanish. As a teacher developer, she enjoys engaging with teachers from all over the world. She has recently run an introduction to teacher training course for the Oxford Department of Education Summer School.


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5 things you need to know about Academic Vocabulary

Learning vocabulary is about so much more than ticking off words on a list as you manage to match a written word form to a surface meaning or translation. For a learner to say they really know a word, especially if they hope to count it amongst their productive vocabulary, then it takes time, repeated encounters, and digging a bit below the surface. This, of course, is true of all language learners, but for those learning English for academic purposes (EAP) the specific aspects of vocabulary knowledge differ somewhat. In this post, I pick out some of the factors that those teaching and learning academic vocabulary might need to bear in mind:

1. Form & families: With any vocabulary learning, recognising the spelling and pronunciation of a word is generally a starting point and from there, the learner needs to become familiar with inflected forms (plurals, verb forms, etc.). In an academic context, being able to switch between different parts of speech (nouns, verbs, adjectives, adverbs) is also vital. When constructing (or decoding) the longer, more tightly-packed sentences typical of the genre, being able to flip between an adjective and noun form, for example, can make the difference between a smooth, coherent sentence and a slightly awkward, ambiguous one. Abstract nouns (significance, reliability, establishment), in particular, are must-knows for the academic writer. Knowing that reliability is the noun form of the more common adjective reliable is really helpful. Better still is recognising that adjectives ending –able can typically be transformed into nouns ending –ability. And being able to add the appropriate negative prefix (unreliability) might help construct that killer sentence.

2. Meaning(s): We all know that there isn’t a simple one-to-one relationship between form and meaning in English. Many words have more than one meaning; take, for example, table as the piece of furniture or the chart with rows and columns. In academic disciplines, these common words often also have specialist meanings. Some of these are clearly related to the word’s basic meanings (e.g. periodic table, Chemistry), others are further removed (e.g. water table, Geology). For the EAP student, recognizing these specialist uses and compounds is an important part of their learning journey.

3. Collocations & chunks: If students are to use words productively, then they need to understand the kind of words they are used together with: collocations, dependent prepositions and fixed phrases. Again, this is true of all vocabulary, but academic writing has its own set of specialist collocates, the correct choice of which might not just ensure a more fluent, natural style, but might affect the message the writer is trying to convey in important ways.  For example, the difference between being responsible to (the directors are responsible to shareholders) and responsible for (the manager is responsible for the safety of staff) could make all the difference in an academic essay.

4. Grammar: I’ve written before about the importance of understanding ‘word grammar’ in EAP. For example, going back to those key abstract nouns, when you need to ensure that the verb in a sentence agrees with the head noun in a long noun phrase, you need to know whether that noun is countable or uncountable. What’s more, words that are typically uncountable in everyday usage (like behaviour) can be used countably in some specialist academic contexts.

5. Register & connotation: Finally, getting a feel for which words are appropriate to use to convey your intended meaning in a particular context takes time, plenty of reading and noticing. It involves understanding formal and informal words (get vs purchase), strength of meaning (unsatisfactory vs appalling), positive and negative connotations (tough vs challenging) and appropriate terms to talk about potentially sensitive topics (e.g. patients with mental health issues).

In my upcoming webinar, Academic vocabulary: what do students need to know about a word? on Thursday 19th April at 15:30 BST, I’ll talk a bit more about these aspects of vocabulary knowledge in EAP and we’ll look are some practical ways of helping students to improve their depth of understanding as well as simply expanding their range of vocabulary.   


Julie Moore is a freelance ELT writer, lexicographer and corpus researcher. Her specialist area of interest is teaching vocabulary. She’s worked on a number of learner’s dictionaries and specialist vocabulary resources, including the Oxford Learner’s Dictionary of Academic English and the Oxford Academic Vocabulary Practice titles. Julie is also an EAP teacher and a teacher trainer.


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Minds matter: Psychology of language learning

Psychology of language learning

‘It’s all in the mind!’ – How true when it comes to learning a foreign language. Every teacher knows that you can have the best resources in the world, but if the learner is not in the right frame of mind to engage with the new language and use the opportunities before them, then they are unlikely to do so. There are all kinds of reasons why a learner may put obstacles in their own way or simply avoid engaging, but many of these reasons often lie in how learners view themselves, their competences, and their relationship to the language, classroom, peers, and the teacher.

Our psychologies are complex, and care must be taken not to oversimplify, but I have chosen to focus on 5 key areas of learner psychology which I think can make a difference to learning and which we as language educators can work on developing. Introducing the two Gs and the three Cs!

Have they got Grit?

Firstly, learners need to have a Growth mindset and become Gritty about their language learning. It is a well-known adage that learning a foreign language is like a marathon, not a sprint. It takes time, progress is slow and incremental, and there can be many setbacks along the way. Language learners need to develop persistence and even in the face of challenges, be able to roll up their sleeves undeterred and tackle problem areas all over again with renewed vigour – that is grittiness.

Learning a foreign language is like a marathon, not a sprint.

Growth Mindset

To have grit, language learners first need to have a growth mindset. This is when they believe that their abilities in learning a language are not fixed but can be developed. Not all learners will reach the same level of proficiency, but with the right kind of effort, strategies, and investment of time and will, every learner can improve. However, if a learner holds a fixed mindset, believing that language learning competences stem primarily from a fixed ability, then they are more likely to give up easily, and in some cases not even try to succeed. These learners feel helpless, believing there is little they can do to improve or overcome difficulties. In contrast, those with a growth mindset are typically willing to put in the effort to improve and explore a range of possible pathways to proficiency.

With a growth mindset, learners believe that their abilities can be developed.

What are the 3 Cs?

In terms of the three 3 Cs, learners need to feel a sense of Competence, Control, and Connectedness.

Competence

Learners need a sense of ‘I can’ in respect to learning a language. Much of this can stem from their mindset; however, they also need to feel that they are personally able to manage and cope with learning a language.

Control

A key part of that feeling can be generated when learners are empowered with a sense of control. Learners benefit from being able to intentionally and proactively select and initiate approaches to learning where possible in their contexts. A sense of control also concerns how learners explain their perceived successes and failures to themselves and others. Do they attribute these outcomes to factors within their control or to external factors beyond their control? With internal attributions, learners are likely to be motivated and willing to expend effort on learning, knowing that they can make a difference.

Connectedness

The third C refers to learners feeling connected not only to their teachers, but also their peers, their institution, and the language per se. When learners feel they belong in a group or institution and when they feel cared for as people and in terms of their learning progress, they are much more likely to engage and be active in their own learning. However, learners also need to build a personal connection to the language itself. Even if they feel competent and able, without a compelling reason to engage with the language, they might not bother! Help your learner’s to find a purpose, why are they learning a language and what value could it have for them and their future lives – be that in terms of relevance, importance, utility, and/or interest.


 

Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology and Deputy Head of the Centre for Teaching and Learning in Arts and Humanities. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is the author, co-author and co-editor of several books in this area including, ‘Psychology for Language Learning’.


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Using games for win-win learning | Q&A

Over a thousand teachers attended the webinars on Using games for win-win learning and there was plenty of discussion in the chatbox with teachers sharing their ideas and opinions on using games. Here are some of the comments and questions that were raised.

With reference to Csikszentmihalyi’s theory of Flow, how do we take students from A1 to A4?

Early on this webinar we looked at the work of Mihaly Csikszentmihalyi and his theory of Flow. In his book of the same name, the author presents the idea that when we are truly engaged in an activity we enter a state of ‘flow’ or the ‘flow channel’, as shown in the diagram below. In pages 72-77, Csikszentmihalyi makes particular reference to the use of games as a form of activity which encourages flow. For example, when we present new language to students and they start using it, they are probably engaged at A1 in the diagram. If we drill that language repeatedly, then after a while student might become bored and go to A2. If we then add too much challenge to the task, students can become anxious and go to A3. If we add the right amount of challenge to the new language, students continue up the flow channel to A4. The author suggests that playing games offers an effective way to achieve this.

Diagram from Csikszentmihalyi, M. (2002). Flow. Rider publishing. p74.

Are all games a form of controlled practice?

This question came out of a discussion on what type of classroom practice games are useful for. In particular, there is a view that games are a type of classroom drilling. In other words, that when we introduce a new language structure and drill it with students, games can offer another kind of drill where students practise the target language in a very controlled way. With many types of language games based on the idea of dominoes or pelmanism (also known as memory) this is probably true. However, there are also types of role-playing games which encourage fluency practice and authentic communicative situations. So the answer is that it depends on the type of game you are using as to how controlled the practice is.

Sometimes students become so interested in the game, they forget to use English and slip back into their mother tongue. How can we make sure they keep using English? 

There was a lively discussion on the topic of how to make sure students keep using English when they became so focused on winning the game itself. Participants shared various experiences and views on this. One option was to take points away from a student or a team when they didn’t speak English. On the other hand, one teacher, Helen Beesley, also pointed out that points should be given for use of English during a game for positive reinforcement. Similarly, when playing a boardgame, students could miss a go if they don’t speak English or have another go if they use English well.

What kind of authentic board games on the market are useful for language learning? Participants answered this questions with various suggestions including Monopoly and The Game of Life with Business English to practise the language of finance, or word-based games such as Taboo and Pictionary.

 Some students don’t like competitive games in the classroom, especially adults. How do we get them interested?

This question probably created the most debate with teachers agreeing and disagreeing that adult students don’t like playing games. With regard to competitive games, we looked at the idea that competition is often more useful when a student competes against him or herself. For example, if I set up a telephone role play where students practise calling to arrange to meet, I could give students this card with phrases on that I want them to use.

As they speak, they tick off phrases. At the end of the first role play I ask them to count how many phrases they used and get a score out of ten. Then I ask them to repeat the role play and try to get a higher score by using more of the phrases. In this way, a student competes against him/herself. This ‘self-competition’ approach is very similar to principle behind online games such as Quizlet where you try to beat your previous score and reach the next level. It was also noted these online games also offer rewards and badges as well as points and that teachers sometimes need to offer ‘prizes’ to winning teams as well as points.

Overall, it was a very active webinar and I’d like to thank everyone for their enthusiastic participation.

Missed the webinar? If you’re a member of the Oxford Teacher’s Club, you can catch the recording right here in the webinar library. If you’re not yet a member, registration is free and shouldn’t take long at all.


John Hughes likes using games in his own classroom and he designs games for his course books. He is a lead author on Business Result, Successful Meetings and Successful Presentations (published by Oxford University Press). He also runs teacher training courses, and is a regular ELT blogger: www.elteachertrainer.com.


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Do you speak Emoji | Q&A with Shaun Wilden

Mobile learning with emojisFirst of all, 🙏 to those that attended my webinar. I hope as well as learning a few things about emoji, you had as much fun as I did! The webinar was heavily reliant on audience participation and you certainly all got stuck in with your sharing, answering and questioning. There were a few things that I didn’t quite have the time to go into more detail with, so I’ll try and address them now.

Are ambiguous emojis good to use in class?

The hands together emoji is a good example of one of the main talking points that came up in the chat box during the sessions – the ambiguity of meaning. Is it ‘thank you’, ‘thankfulness’, ‘praying’, or ‘two hands high fiving’?

A number of you felt this ambiguity might be a disadvantage in using them in class, but actually that is one of my drivers for using them. The fact that they can be used with both an ‘official’ meaning and one given by a peer group makes many of the activities workable.  If you think about words, they have a dictionary meaning and often have a meaning given by use. Take the word ‘sick’ for example, which, as well as meaning ‘ill’, is used by teenagers to mean ‘cool’. Emojis are the same in this respect and this is why, in my opinion, they work well for the ‘agree a meaning’ type activities that we did in the session. The more ambiguous an emoji might be, the more the students have to discuss and agree.

Aren’t some emojis too hard to understand?

In answer to this question, just look at how much language generated during the webinar. Is it a name badge? A tulip? Or something on fire? The point is not what it means, but what it could mean, and how that encourages the students to put forward justification of use and negotiate with their classmates to reach consensus. Contrary to what a couple of you said there is every point in “using those which are hard for understanding”. Additionally, how do we decide what is hard for understanding? Like words, some students will know the meaning of some, and others won’t. While, roughly speaking, the 2600 Emoji are the same the world over, different nationalities and different cultures use them with different frequencies. Again, for me this is something to be embraced. Whether I am teaching a monolingual or multilingual group, there is a lot that can be gained from asking about what emoji they use. There is a personal engagement into wanting to tell the teacher something about themselves. This why activities like creating a ‘user guide’ can be successful, a chance for the students to show knowledge in areas they might be ‘wiser’ in than their teachers.

Can gifs or small videos be used for similar activities to those with emoji?

As we touched upon towards the end of the webinar, emojis are evolving thanks to new technology such as Apple’s Animoji. This led some of you to ask whether gifs or even small videos could be used for similar activities to those we did in the session. As I said then, the Emoji is the ‘hook’ on which to hang a number of activities. For example, we used pairs of them to create sentences as a way of practicing grammar. An activity like this is not dependent on the emoji themselves, but a stimulus for the sentence. As such it doesn’t really matter what the stimulus is as long as it can be used to produce language. Certainly, many gifs carry the ambiguity needed for negotiated meaning type activities and, as they are often devoid of language themselves, could be a catalyst for grammar production. I think though developments such as Animojis are in themselves more akin to using an avatar than an emoji. Since they are animated and can contain voice they are somewhat different to the two-dimensional static image of an emoji. Like emoji, there is a lot written about avatar use in language learning, not least in the psychological aspects of students being able to take on a new identity. At the end of the session we saw quick examples of how we can use Animojis – and even with augmented reality – for developing character description, clothes vocabulary, and to create ‘where am I type activities’. Hopefully in a future webinar we can address such avatar activities in more detail.

Don’t emoji erode the quality of language?

I’ll end by addressing those of you concerned about death of language. Whenever I do such a session there is always at least one person concerned that things such as emoji are eroding the quality of language. In my first blog post I mentioned the fact that it used to be text messages that got the blame.  I think it is well documented that language is always changing, and language always finds way to shorten itself or adapt to be effective in the chosen form of communication.  However, I wasn’t suggesting that we should use emojis as a replacement for language or even writing. At the end of the day we are language teachers, it is not teaching the meaning of emojis that is key but tapping into images that can help students generate and retain language.   We use pictures in our coursebook to help us teach meaning, and we use things such flashcards to help reinforce and produce. For me, emoji are simply another image that we can use. If they help students remember a word, produce a sentence or get them engaged in a piece of writing then they have done their job.

Anyway, I set the challenge for the webinar of getting you to speak emoji. I hope now that the session is over, you can happily say that you do.

Until next ⏳, 👋.


Shaun Wilden is the Academic Head of training and development for the International House World Organisation and a freelance teacher, teacher trainer and materials writer.  He currently specialises in technology and language teaching, especially in the area of mobile learning. His latest book “Mobile Learning” was published in 2017 by OUP.  He is a trustee of IATEFL and also on the committee of the Learning technologies special interest group.  He makes the TEFL commute podcast for teachers.