Showing posts with label pronunciation. Show all posts
Showing posts with label pronunciation. Show all posts

Saturday, 10 November 2012

Vietnam... First Impressions

I need to put a few thoughts on my first impressions of Vietnam and of my new role at Eastern International University, Binh Duong.   This is unashamedly personal, rather than professional, although I do mention my new job and my first feelings about being at Eastern International University in Binh Duong New City. 

I flew out to Ho Chi Minh City (Saigon) on 31 October, with the intention of turning up at work on 1 November.  This I did, briefly, just to sort out my documentation, which included everything apart from my police check, which hadn't arrived in time before I left the UK.   The journey, at night, to my Hotel, the Thiên Hà, in Thủ Dầu Một was remarkable mostly for seeing the nightlife in Saigon for the first time, and the incredible number of motorbikes dominating the streets.  The pre-arranged taxi driver stung me for an extra 100,000 dong, fitting with a pattern that I am used to whenever I have arrived in a new country.  But jet lag dictates every time and my naivety won again.  I was also concerned about not being able to withdraw money at the ATM from one bank card, and this was due to a stoppage, due to some (not really) unusual purchases on my journey.  I managed to sort it out the next day, once I had rung the fraud section.  I sorted out some photos at the same time as another new arrival, Tom Petty, at a local 'Kodak' shop, in the shadows of Becamex Tower.  The photos which I had arranged in the UK did not have the sufficiently white background, but a very quick photoshopped, new portrait was conducted very cheaply.  Becamex, by the way, are one of the biggest corporations in the area and involved in many things other than education.  They will also be paying my wages.

On Tuesday, I went with Tom to the local hospital, for a health check, followed by a trip to HSBC to open a bank account, so that I could get paid (but not until December 15).  The former was interesting to say the least, full to the rafters, complete with possible casualities of the war or traffic accidents.  Laughably, for Tom and the accompanying assistant from EIU, I couldn't 'perform' the urine test, and had to drink copious amounts of water to pass the test.  Some of the other tests were quite arbitrary and were not dissimilar to those I had to undertake when I first went to Beijing.


First coffee, Cafe Sua Da, full of sugery condensed milk, was followed on Friday by a first taste of the somewhat basic canteen food at the university.  Cheap offcuts of meat, something soupy and rice.  Subsequent coffees were strong and black, Cafe Nam/Da, but still served with ice, both at the hotel and at the canteen.  Dừa (cocunuts) were an additional recommendation.



I met up with Tom Baker (a colleague from KSA, Riyadh) later in the evening.  Having stayed in the hotel for a whole year, he had just found a place to rent with 3 others.  He had also had equipped himself with a motorbike, similar to many others at EIU.  We tried some food at Tay Ho, which was a decent mix of shrimp soup and stir fried vegetables.  I was also introduced to JD's - an expat hang-out, with familiar western style breakfasts, cheap double gin and tonics and quiz nights.   



On Friday night, my head was full of stories about EIU, but I put that to one side as I ventured back into Saigon for my first night, staying at the reasonably-priced Bi Saigon hotel off Pham Ngu Lao, in the backpacker friendly district 1, but first heading out with work colleagues to watch an amateur dramatic performance of the Rocky Horror (Picture) Show.  The venue was the Bon Mua Restaurant on the banks of the river in District 2.  A sterling effort, carried by the leads, with a impromptu appearance by a live bat just as Brad and Janet approached Frank-n-Furters Castle.  This was followed by some dancing at The Hideaway, where a couple of guys from work did some DJ-ing. 


 



I was highly conscious of carrying my new Lumix camera and Blackberry.  I later ditched the mobile in favour of a Nokia complete with local SIM card. I took an expensive but tasty thai lunch at a place opposite the Crazy Buffalo.  Any culture shock which I was suffering from, was tempered by the number of foreigners wandering around District 1. The 616 bus back to Thủ Dầu Một, was convenient found parked in Pham Ngu Lao.

During the week I ate out at some local establishments - namely JD's, Billies, 'Quan Hai Phuong' (so-called 'Squid' restaurant), and Mi Xao Gion.  All of these are within a stone's throw of the Thiên Ha.  All of this was necessary to orientate myself to my new neighbourhood.  The disorientation that I have been feeling since I got here, was compounded by being so dependant on others who seemingly have adapted to life here a lot quicker than I might imagine happening to myself.  Being in a paid-for hotel, too, is a stop-gap, but in one week's time I have to start paying to be here, of which I talk about a bit more in a moment.

During induction, at EIU, on the Monday, I became completely overwhelmed, almost to the point of thinking I couldn't do it, and contemplating the next, convenient flight out of the country.  Still quite jet lagged, my brain really wasn't functioning well and the extensive list of 'problems' associated with Vietnamese learners of English, didn't help.  Nonetheless, I slept on it, landing myself a desk, if not a computer, which I inherited from a South African who had had to leave suddenly due to a death in his family.  I also inherited his classes and found myself partnering a friendly and helpful British guy (pre-intermediate class) and his actual partner, an equally friendly Russian woman (elementary class).  There are a high percentage of British language teachers in post, with a splattering of Americans, South Africans, Germans and Aussies.  A remarkably high number had previously taught in Korea, while some have experience of the Middle East, like myself.  I was encouraged by a conversation I had about Teacher Training Videos, run by my friend and former personal tutor, Russell Stannard, at Warwick.  And I found myself using his site to introduce myself to Edmodo, a web tool being rolled out across the programme.



It is certainly going to be a steep-learning curve, and it would do me well to stay away from the politics and get on and just focus on teaching my classes.  All thoughts of being senior teacher have been quickly jettisoned in my mind, as I realised it would be difficult enough just to teach my daily four-hour classes (with 15 minute break).  Although IELTS preparation is a big motivational factor here, I am less involved in that, teaching on the general English program.  But I did offer the Collins IELTS books, which I won in Glasgow earlier this year, and these were gratefully received. My classes are a reasonably manageable 18 and 16 students respectfully, and despite the difficulties they face as learners, the big advantage is just how keen they are and willing to endure long class times.  I was cheered up by the round of applause I got when I was introduced to my pre-intermediate class on the day before I started teaching.  I think they were relieved to have a change of teacher, who had not been recording what he had done from the extensive scheme of work.  It was a great start, creating rapport and doing pronunciation, followed by a decent second lesson.  Keen, forgiving students who didn't seem to notice that on Friday I was 'spent' - no energy other than to teach straight from the book.  Test and homework submitted, but complete failure trying to get them to post a simple Mail Vu messgage on Edmodo.  I flagged a little during my third lesson on the Friday, relying on the book too much and wondering what the hell I was doing with them.  But they 'warmed' to their weekly test and the instructions for a game of 'battleships' was received and acted upon much better than I expected. 

The terms (or 'quarters') are 10 weeks long, during which time, in theory, the students progress from one level to the next, but in reality this is notoriously dificult.  They are tested at the end of every level.  In that sense, it was not dissimiliar to the situation I found myself in Beijing where there was an unrealistic expectations of how quickly the students could progress.  The British Council advice on going up a level takes a minimum of 6 months, but we are expecting them to progress in a much shorter space of time, which doesn't happen.  Luckily the manager of the general English programme is extremely knowledgable, helpful and willing to defend the teachers against the management of the institution if unrealistic progression is not forthcoming.

On my second Friday, and at the end of my first full week, I visited the Aroma Apartments, courtesy of an invitation from Andrea and her husband, Mark.  I am now faced, although not imminently, with a choice of whether I stay in the hotel, which is restrictive, but conveniently situated in the heart of the city, and these wonderfully furnished and spacious apartments, complete with HD TV, which almost overlook EIU, but stand alone in massive field of soon to be developed land.  The aim, I think, is to have 70,000 people living in Binh Duong New City, by 2020.  If I decide the move there, then the purchase of a small motorbike will be needed in order to get back and forth to Thủ Dầu Một. The third option would be to rent a place and sign a Vietnamese tenancy agreement, but that would require maybe 2 or 3 more interested teachers, willing to do the same.  The hotel is convenient for now, but will cost something approaching 450 dollars a month.  The apartment is conveniently paid for by Becamex and I would only need to fork out for utilities.  I could, however, shop and cook.  The big question is whether I would feel isolated living there.

This morning (Saturday) I found a swimming pool, thanks to my partner teacher's directions.  There I had an enjoyable swim, although I unwittingly drew the attention of lots of local kids, who were curious to know how I looked without my clothes on!  I also undertook a shop at the Big C supermarket, successfully getting a taxi back to the hotel before catching up with Tom and the owner of JD's, Harry, teacher and proprietor of the aforementioned Bar & Grill.  On Saturday night, I felt that I had finally arrived, just over one week after I actually did, with a trip into the city for a drink at May's Cafe and then a taxi back to the best restaurant I have found so far, Quan Hai Phuong.  On the way back from there, I discovered a Korean restaurant, so that's the next place I have earmarked for an evening meal.












Thursday, 12 July 2012

How can we best teach S-P-E-L-L-I-N-G


spelling montage remixed from ELTPICS
NEW: Johanna Stirling uncut interview - 
#ELTchat podcast with James Taylor
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Last night's lively ELT Chat (11/07/12) was on the topic of 'how can we best teach spelling' - question mark not included.  After previous attempts to get this topic discussed and two third-places in the previous two weeks, 'spelling' finally won through, not least due to a minor rallying campaign.

@esolcourses kicked off by proposing games can be fun, suggesting, as an example, the BBC Skillswise site. @maizie said she used different methods - flashcards, games, spellingcity, studystacks, videos and dictations. @esolcourses added wordsearches to the list and offered her own. Games with words that sound the same but have different spelling and meaning, suggested @touqo - basically, homophones. Quizlet suggested @naomishema and @eannegrenoble. It visually shows your mistakes, coloring (sic), erasing and adding the right letters. It's so easy to make your own sets, apparently. In addition, you can use Hangman (@teacherphili),  palindromes and crosswords (@touqo) or "task: change one letter in a word to make a sentence to mean something completely different, preferably funny." @Hartle thought that all games could help but not as much as systematic reading, as will now be shown.

@Hartle said she had noticed that students who learn a lot from songs are not good spellers and suggested reading, the more the better.  @teflrinha, @singernick, @ljp2010 and @SophiaMav agreed.  In addition, using audiobooks and films with subtitles can help.  A running thread on the issue of seeing/hearing words developed.  @naomishema said she was an avid reader at school, but didn't learn to spell til 4th grade.  @ministryofshiny, enjoying her first #ELTchat, doubted reading being everything - "you read with your eye and spell with your ears", she said. @teflerinha challenged this and thought it more individual - some people need to see or visualise a word, as in the technique of 'look, say, cover, write'. @ministryofshiny responded that 'LSCW' had some logic to it.  There is a link to a Look, Say, Cover, Write and Check chart here. Most agreed that spelling with a visual form and sound would be good for everyone, as @teflerinha said. @naomishema believed some phonics were necessary along with sight words and in her class, "the deafer [a student is] the less mistakes [are made]". @eapteacher mentioned synthetic phonics - students practice spelling nonsense words, then they think how spelling relates to pronunciation.  @teflerinha thought more 'analytic phonics' and in combination with whole word approach.  @esolcourses added that "phonemic awareness if good, but there are so many words that don't fit with patterns," to which @eannegrenoble agreed. @teflerinha countered that "if you learn the full 44 sounds the vast majority of words do fit."

Wordle of the chat

@teflerinha mentioned a book by Ruth Shemesh and Sheila Walter which uses phonics, basically teaching sounds as they relate to letters or letter combinations. @Shaunwilden knew of it but hadn't used it much, @hartle questioned whether it worked and @teflrinha replied that it sounded good but she struggled in practice. Quite laborious, but systematic. @hartle suggested that learning another alphabet on top of IPA might be complicated.

@teacherphili advertised a recently published and comprehensive book on this exact topic by Johanna Stirling, creator of the English Language Garden site, who unfortunately couldn't make the chat, but promised to speak to #ELTchat later via a podcast (see end of this post).  @eannegrenoble confirms its direct relevance to ELT.  There is also Joanna's unique Spelling Blog.

@ljp2010, new to the 'land of iPad', asked what cool apps could be recommended.  @Shaunwilden said he found most spelling apps not aimed at ELT.  'The Cat In The Hat' iPad app is good, said @hartle. Further apps weren't mentioned, but they must be out there, and not just for the iPad. I believe Adrian Underhill's Sounds app recently won an ELTon award for Macmillan.

@theteacherjames asked whether it is more important to be able to spell or be able to use a spellchecker.  Given the amount of technology used in checking what we write.  Isn't it common for internet users to rely on Google suggesting 'did you mean.... ?' when we misspell something? to paraphrase @hartle. @mkofab said she obliged students to use a spellchecker and only practise structural words eg: its/it's/their/there/who's/whose etc".  Laziness often means students don't check when handing in 'word' processed documents, said @singernick. @teflerinha tells her son to check his blog output because of the message, but he misspells very phonetically because he learned that way.  @Shaunwilden tells himself that. @SophiaMav agreed that 'blogging motivates sts to double-check their work'.  The issue of typing as a separate entity from actual spelling was also raised.  We now spell 'because' as 'bcoz', 'disguise' as 'disciz' (@teflerinha) and so many other abbreviations get used.  Nobody dared mention that this was due to the constraints of single text messages (or 'msgs') and Twitter's only requirement to limit your tweet to 140 characters, so I will add that in now. 

@theteacherjames also mentioned the auto-correct facility on 'iDevices'. Indeed, users have become used to making mistakes without a care, knowing that it will get fixed. @hartle joked that her device misspells things she has typed correctly as, I will add, they only have a finite list of words, while @eannegrenoble has to persuade her device not to 'think in French'.   @ljp2010 questioned whether all communication takes place electronically? '90% of mine,' answered James. She later added that perfect voice recognition software will make us effectively make the user redundant.  @teacherphili mentioned that @JohannaStirling questions whether technology is really making use worse spellers on her blog.

  
@teacherphili wondered about BrEng vs AmEng variations. There is a full list here.   Some institutions in some contexts require students to learn simpler, AmEng spelling as well as pronounciation. He suggested South Korea as one example, although @theteacherjames suggested nobody minded 'his' (presumably BrEng) version. @teacherphili also questions whether anyone still uses 'old-fashioned' spelling rules.  Both teflerinha and @tim_crangle put forward 'magic e'. The latter also put forward the idea of getting students to spell 2 name rhythmically and rapidly. 

Things like 'i before e' have been disproven - see QI clip for a funny take on this.  This rule, designed to help us remember how to spell words such as receive and chief, seems so promising in its simplicity at first.
  • achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve, chief, fiend, patience, pierce, priest
  • ceiling, conceive, deceive, perceive, receipt, receive, deceit, conceit
But then things get complicated: it doesn't work with words pronounced "ay" as in neighbor, freight, beige, sleigh, weight, vein, and weigh and there are many exceptions to the rule: either, neither, feint, foreign, forfeit, height, leisure, weird, seize, and seizure.

It was suggested that there are techniques or strategies for learning how to spell difficult words.  The idea of mnemonics was thrown in, and acronyms are often good memory-aids for remembering how to spell a word.  Interesting suggestions included:

  • BECAUSE - big elephants can (or 'can't) always understand small elephants (@dianatremayne)
  • CUSTOMER - cusTOMer TOM's always in the middle (@singernick)
  • BEAUTIFUL - Sister Ann - a nun at school - singing B.E.A.U.T.I.F.U.L. (@teflerinha)
  • FRIEND - a friend to the END (@naomishema, useful for @teflerinha's son - always writing 'freind')
  • NECESSARY -It is neCeSSary to have one COAT and two SOCKS (@teacherphili via @johannastirling)
  • RHYTHM - rhythm helps your two hips move (@teacherphili via @johannastirling) - which teflerinha thought sounded very 'Cat In The Hat'.
  • DIARRHOEA - Diarrhoea Is A Really Rather Humiliating Occurrence, Especially Annoying!               
a 'Matunda' yesterday
'Matunda' is the swahili word for 'fruit', but how can you remember that?  Just visualise a pineapple sitting on a mat.  There is mat 'under' the fruit. It helped @teacherphili remember, anyway and buying fruit was a daily activity in Tanzania, so the word was never forgotten. Neither was the spelling, not that I needed it when buying a 'Matunda'.

@ministryofshiny mentioned 'spelling reform', asking if it was possible. This is not a new request.  @tim_crangle said he was shown GHOTI by a student over 25 years ago, to which @teflerinha and @eannegrenoble replied 'FISH' !  @naomishema also threw in a 'fish' and @Shaunwilden was none the wiser - "I had one of those for tea," he claimed. Apparently, Ghoti is often cited to support English spelling reform, and is often attributed to George Bernard Shaw, a supporter of this cause.  It shows up the irregularities in English spelling - thus, Ghoti is a respelling of the word fish: i.e., it is supposed to be pronounced /ˈfɪʃ/. It comprises these phonemes:
  • gh, pronounced /f/ as in tough /tʌf/;
  • o, pronounced /ɪ/ as in women /ˈwɪmɪn/; and
  • ti, pronounced /ʃ/ as in nation /ˈne͡ɪʃən/
 (http://en.wikipedia.org/wiki/Ghoti)

A kind of spelling reform has already taken place, I might argue. Language evolves and words become spelled / spelt differently until they become accepted or, at least, tolerated.  A surprising number of English words come from India - see this article today, for example, from the BBC.  As for '-ed' and '-t' endings, well, "if you speak American English, probably the ed version, if you speak British English, you probably just write what you feel like on the day. I know I use both, says @JohannaStirling, before pointing out that this tool from GoogleLabs called Google Ngram. would compare uses of the two. Click here for more.

The 'red pen' for correction was brought up by @JoannaBorysiak. She suggested that it can draw attention and reinforce incorrect spelling.  How should errors be pointed out then?  

There was a brief discussion about the correlation between good spellers and those who are good at math(s) - I will leave one of the participants, @naomiepstein to explain more on her blog

The difference between nationalities was briefly mentioned.  Those with a latin origin probably find it easier to spell English than, say, Arabic learners (@teflerinha).  Arabic only uses a e o, so vowels are mystery, said @ministryofshiny. SS thinking of a place in London, remembered 'Fbry' Where? Finsbury.

@teacherphili suggested that some people swear by cuisenaire rods to help with word 'shape' although he had never used them himself.  @Shaunwilden and @hartle replied the they had used rods for 'affixation', but didn't say exactly how.  Not familiar with this term, self-confessed lurker @leoselivan and @teacherphili thought he meant he had used rods for 'asphyxiation'!  A strategy for reducing the number of students in your class, perhaps ;-)

@hartle, @eannegrenoble and @andyscott55 mentioned US-style 'Spelling Bee' contests.  The trick is to 'say the word, spell the word, say the word', which helps to lock it into the memory (@andyscott55).  The Times ran one in the UK.  And now there is a World Spelling Day Contest!


MY FAVO(U)RITE TWEET OF THE NIGHT:



#ELTchat finished by @Marisa_C making contact with the absent @JohannaStirling who wished she could have been at the chat, so agreed to do a follow-up podcast with @theteacherjames as she had "a burning need to reply".  So watch that space, although I will embed the recording here once it is online.

 'good night guys, sweet elephant and other dreams! @JoannaBorysiak
http://partyhardpolitics.com/wp-content/uploads/2011/05/sleeping-elephant.gif
Johanna Stirling's Never-Ending Letters:

Your summariser with that book

...and finally, "The The Impotence of Proofreading," by TAYLOR MALI. Warning: Contains sexual sware words that sum ppl mite find offensieve (sic):




some links:

BBC Skillswise 'Spelling' games - http://tinyurl.com/c2mphzy
Johanna Stirling's blog: http://thespellingblog.blogspot.co.uk/ 
Spelling Mnemonics: http://tinyurl.com/cvjewf6
Key Spelling Handbook: http://t.co/BB4Hsicz
More rules and suggestions: http://tinyurl.com/y8hr56
'Spelling for dummies': http://t.co/1m4dRYgi
A background book on spelling: http://t.co/iTa0mfs4
'Spelling Well' - Free Book pdf: http://tinyurl.com/c5pbpwj
Connection between spelling & math(s): http://tinyurl.com/bp6unp9
  

I hope that this represents the chat that took place. The transcript is here for all to see, although some additional information, links and interpretations have been employed by the author (me!)  An image-light version of this summary is on the ELTchat website here.

Please look for the comments below which includes a response from Johanna.


NEW: Johanna Stirling uncut interview - 
#ELTchat podcast with James Taylor
Click Here!