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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.

 


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10 ways home learning apps can boost children’s English learning

Home learning appsToday’s children are much more tech savvy than yesterday’s, and this has had a profound effect on the way that they learn languages! No wonder then that there has been an increasing interest in home learning technologies that support language learning at school and back at home.

Children are natural language learners. They love to seek out and soak up new experiences, and we can’t deny that they are much more stimulated and motivated when they interact with apps. Apps enhance their curiosity, spice up their learning, and keep them engaged as they make learning animated, fun and more appealing to children.

We want our children to learn on the go; learning apps engage them with opportunities to improve their listening, reading, writing, speaking and cognitive skills in an authentic way, wherever they may be. Apps can create an enjoyable learning atmosphere when they are used effectively.

Today, with little or no English at all, parents can be a part of their children’s language learning journey using home learning apps with them.

Home learning apps that are specifically designed for pre-primary children may include listening and pointing activities, games, singing songs, and listening to stories. Apps are designed to keep children on task, maintaining their interest and concentration by gradually increasing the level of difficulty and challenge. By using instructions and activities that reflect what children learn in the classroom, children can easily navigate apps by themselves. The educational value of home learning apps can be enhanced by simply watching, guiding, and sharing children’s enthusiasm as they navigate the app. Parental engagement transforms screen time into family time, and refocuses a child’s attention to the task at hand while simultaneously reinforcing their language learning.

There are thousands of language learning apps out there, and they all do things differently. So we’re basing our 10 tips on the Lingokids English language learning app.

Lingokids (available free via the Apple and Google Play stores) is an educational app that features materials from Oxford University Press ‘Jump In!’ and ‘Mouse and Me’ coursebooks. The curriculum has been designed by experts in early language learning development. The app targets pre-primary children who are studying ‘Jump In!’ and ‘Mouse and Me’ coursebooks at school, and aims to help parents reinforce their children’s English at home in a highly engaging and fun way. It immerses children with a wide range of vocabulary in meaningful contexts using cross-curricular topics. The app uses stories, songs, animations, games, letter tracing and interactive live-action videos of native English teachers introducing a variety of topics. The adaptive learning system also adjusts the level of difficulty according to the child’s performance, providing each child with a unique learning experience. There’s also a reward system in place to encourage and reinforce language!

The potential and success of Lingokids can be maximized with the support and the participation of parents at home. Here are ten activities for you to share with your parents using Lingokids to extend their children’s English learning outside the classroom.

Create a mini-story book: After watching the stories, parents and their children can work together to create mini-story books, encouraging children to retell the stories to other family members. If parents know how to write in English, they can write sentences or words that their children have said as they are retelling the stories. The mini-story books can be shared with teachers at school as well.

Dramatize the stories: Children love to watch videos over and over again. Parents can use their interest in the characters by making puppets that their children can use to dramatize the stories. Parents can also take part in this role-play.

Turn off the sound: After practicing with the app, parents can turn off the sound and view the topics that they have played again. They can ask their children to name the things that they see as they play the app.

What they remember: After using the app, parents can ask their children to recall what they remember from what they have just practiced. Children can describe and draw the things that they remember. The drawings can be displayed in the house to be referred to any time that parents would like to practice English with their children.

Create a picture dictionary: After practicing with the app, children and parents can draw and colour the words together in their picture dictionaries. If parents know how to write in English, they can even write the English words next to the pictures.

Picture cards: After practicing with the words in the app, parents can create picture cards of the target vocabulary. Children can help by drawing the pictures on the cards. Then, they can play flashcard games together. They can play a memory game, or they can put the picture cards in a bag before taking them out one by one and naming them. They can put the picture cards on the floor. As they play the app, children can point out the picture cards that they see and hear on the app.

Sing the songs: The app is full of songs that parents and children alike can sing along to. Singing along and performing the actions referred to in the song is a great way of embedding the language in a unique and engaging way.

Record: Parents can record their children as they are dramatizing the stories, playing with the flashcards, retelling the stories through their mini-story books, or singing along to the app. By listening to themselves speak, they can become more confident and more fluent in the new language.

Additional materials: Each topic has worksheets that parents can download, print out, and do with their children. The worksheets include song lyrics, more books and craft activities, and useful phrases that parents can integrate into their children’s daily lives.

Learn with them: Learning English with children helps to foster in them a positive attitude towards English. If parents use the app enthusiastically, children will imitate, encouraging and motivating them to learn English. Parents should practice with their children even if they’re proficient in English themselves, as it’ll help young learners to stay on task.

The activities above should not only help children to learn English, it’ll allow parents to spend quality time with their children, learning and having fun together. It’s a win-win situation!


Özge Karaoğlu Ergen is the foreign languages department K12 technology integration specialist, a teacher trainer and a course book writer.  She has been recognized by the ELTons Awards, ESU, MEDEA, Microsoft, and Telly Awards for her digital projects. She currently teaches young learners herself, and she has been developing digital games, animations and mobile applications with her learners for the last eight years.


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Do you speak emoji?

Teach english with emojiLove them or hate them, emojis are now a part of everyday life, in 2017 there was even a movie about them. Unlike that movie, which failed to wow the critics 😴, I think embracing emojis in the classroom could get you a 👍 from students.

Only two years ago Oxford Dictionaries (1) chose 😂 as its word of the year. Since then the number of emojis has grown to over two and half thousand (once you factor in skin tones and gender). There is everything from passport control 🛂 through to a pretzel emoji 🥨, which was one of the 60 or so added in the last update (2).

The popularity of emojis has naturally led to headlines from the media such as ‘emoji will cause the death of English’, ‘Are emojis killing language?’ and the rather wonderful ‘emojis are ruining civilisation’. Such headlines by the way are a journalist’s version of a substitution table; a quick
search will reveal that they said the same about text messages, and social media.

As one journalist put it: “A picture speaks a thousand words, yes. But an emoji cannot express the myriad of meanings that language allows for” (3).   As a teacher then, we can choose to go one of two ways; for or against the headlines. I suggest we can take a more positive approach, similar to the one taken recently by this professor of communication: ‘’Emojis enhance human interactions. It’s trying to put emotional, non-verbal information back in” (4). In other words, emojis are now an important part of communication. As a language teacher, it is this aspect that first got me hooked on emojis and how they can be used as part of our language lessons.  I use them now for everything from vocabulary practice to judging how well a student has understood key parts of my lesson.

What’s your favourite emoji? Do you have one? Why that one? At the moment I quite like 🤯. It’s one of the new ones used to mean anything from shock to awe.

This simple question is a speaking activity in itself. ‘OK class take out your phones, tell your partner what your favourite emoji is and why.’

At the very least, emojis provide us with thousands of symbols that we can use in teaching.  Think how often we use flashcards or pictures, emojis at a very basic level can act in the same way. See the funny thing about emoji is that they have a universal meaning.  They cross linguistic borders like no other form of communication. That is not to say that some don’t alter meaning in different cultural and group contexts, but on one level the meaning of many is the same. Show a picture of an emoji to your students and there is a good chance that they will know what it is, a very useful scaffold on which we can exercise vocabulary. And when they don’t know what it is, we immediately enter a speaking and thinking exercise as students try to work it out.

Now some of you might be thinking ‘yeah but I don’t know what half of them mean myself’ 😤. Keep calm! There are many tools at our disposal – from an emoji dictionary, through to an emoji encyclopedia.  You can even get real time usage stats of the world wide use of emoji (NB: I might have become a bit emoji obsessed).

Join me for my webinar in January, and I’ll show you how you can make use of emoji as a teaching resource to enhance all aspects of language teaching.  Hopefully by the end of yet when I ask ‘Do you speak emoji?’ you’ll be able to respond with a 👍! Click here to register.


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.


References:

  1. https://en.oxforddictionaries.com/word-of-the-year/word-of-the-year-2015
  2. https://blog.emojipedia.org/final-2017-emoji-list/
  3. https://theboar.org/2017/02/emojis-killing-language/
  4. https://www.theguardian.com/science/2017/aug/25/emojis-enhance-human-interactions-royal-institution-christmas-lecturer-sophie-scott


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Using Video in the ELT Classroom Q&A

woman using video cameraJamie Keddie is a teacher, trainer and storyteller who has shared his insights and ideas in over 40 different countries. He is the founder of Lessonstream, the resource site for teachers. He is the author of ‘Images’ (OUP 2009), ‘Bringing online video into the classroom’ (OUP 2014) and ‘Videotelling’ (Lessonstream Books, 2017). Jamie is also an associate trainer at Norwich Institute for Language Education.

Click here to check out Jamie’s most recent blog introducing his ‘Using Video in the ELT Classroom’ webinar series’. Missed the webinar? You can find it in our webinar library.

Where do you find your videos?

This is probably the question that I get asked the most so it is a good place to start.

The reality is that most of the videos that I use in the classroom are ones that I find by accident. We are all subjected to a constant stream of online content – through news sites or social media, for example. Once I see a video that I like, I immediately ask questions such as:

  • Would other people like this video as much as me?
  • Can I deconstruct the video into constituent parts (audio, stills, transcripts) and use these isolated components to get students thinking, speaking, writing or learning new language?
  • Can I find out more about the video and use the story behind it?

For me, it’s less about where or how I find videos, and more about recognising a good video when I see one.

What is wrong with using videos to introduce subjects?

In the webinar, I mentioned that I often ask teachers how they use video in the classroom. And in my experience, the most common answer is ‘to use them to introduce subjects and spark conversation’.

I didn’t want to imply that there is anything wrong with this approach. But I do feel that it is probably the weakest way to use video – a quick release approach in which the teacher presses play and delivers the video all at once.

Personally, I prefer to take a slow release approach: To look for ways to deconstruct the video, engage students and immerse them in the narrative. During the webinar, we explored three different deconstruction techniques: Using isolated audio, using isolated stills, and using a transcript-first approach.

How do you deal with technical issues and problems when using video in classroom?

Well, I suppose that the most familiar problem is losing or having no internet connection. Many teachers get around this by downloading videos from YouTube. When we download YouTube videos, we can store them on our devices and this allows us to display them in class without an internet connection. The problem is, however, that doing so is a breach of YouTube’s terms of services.

I suppose that my golden rule is to always have a back-up plan in case the technology fails. Not particularly useful, but surely important!

Have you ever shown your students a video you’ve filmed yourself?

Yes – absolutely! The video camera on your mobile phone is great for capturing spoken texts to take into the classroom. I often film my friends and family members and use the videos in class. Most of these are not public but I do have a YouTube channel which has a few videos like this one for example:

Would you give students the possibility to choose the videos?

I love tasks! Especially homework tasks where students choose videos that they like and then write about them. For example, ask students to go online and find an advert that they like. They can then describe it from start to finish, and put the narrative into words. But they shouldn’t say what the product it. In class, students can share their texts and guess what the mystery products are in each case.


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Using Video in the ELT Classroom

Jamie Keddie is a teacher, trainer and storyteller who has shared his insights and ideas in over 40 different countries. He is the founder of Lessonstream, the resource site for teachers. He is the author of ‘Images’ (OUP 2009), ‘Bringing online video into the classroom’ (OUP 2014) and ‘Videotelling’ (Lessonstream Books, 2017). Jamie is also an associate trainer at Norwich Institute for Language Education.

Can you believe it? – YouTube is over ten years old! During this time I have been working with teachers on ways of using videos in the English language classroom.

I often receive emails from other video-enthusiastic teachers that go like this: Hello Jamie. I just found this video on YouTube that I really like. I hope you don’t mind if I ask – what would you do with it in the classroom?

Here is an example of a video that a teacher sent me recently. It is titled: Googly-eyed Stubby Squid:

I don’t know about you, but I really like this video. So, let me put the question back to you: What would you do with this video in your classroom? How would you use it to teach English?

This is a task that I regularly set my own trainees. Suggestions will often fall into three different groups:

  1. To introduce a topic

In my experience, this is often the most common suggestion. In the case of the Googly-eyed Stubby Squid video, topics could include animals, colourful animals, unusual creatures, unusual pets, the sea, science, marine biology, etc.

There is nothing wrong with this approach. But wait! Shouldn’t we try to do something with video first? It is short in length but strong in narrative. How can we engage students with the story that it offers? This is exactly what I would like to demonstrate in the webinar.

  1. Listening comprehension

Another standard way to approach video is to focus on the spoken text. By spoken text, I am referring to the words that you hear – the monologues and dialogues that the video offers. As language teachers, we often consider that the audio contains the meat!

But wait! Authentic video can often be difficult to comprehend. Audio quality can be poor. People speak over each other. They make cultural references. They use low-frequency or technical words and phrases. So how do we deal with that? Again, this a question that I will be addressing in the webinar. 

  1. To teach [insert grammar point here]

Sometimes we recognise a possible language point in the material. In this case, for example, we could use the video to teach language for speculation (e.g. It could be a squid; It might be an octopus; Perhaps it’s a cuttlefish; It can’t be a crab; Etc.).

But wait – slow down! If we can regard the video as a story – if we can immerse students in the narrative – language can become more meaningful. In this webinar, I would like to show you how we can take a “meaning-first-language-second” approach to video.

The webinars take place on the 16th and 17th of August, and there are multiple times available. Click here to register today!

I look forward to seeing you there,

Jamie Keddie