Sam Hellmuth

https://traffic.libsyn.com/secure/mastersoftesol/23_-_Should_we_DE-ACCENT_our_students__-_Sam_Hellmuth.mp3 THIS IS THE LAST PODCAST (for the foreseeable future).  I’m hardly prolific with podcast releases but this will be the last one for the foreseeable future. I’ve decided to concentrate more on the YouTube side of things. YouTube Channel – www.youtube.com/channel/UCKbariMdEytYHdmkpXiILnQ The channel will have materials, concept videos and general useful teaching stuff! Please do all the usual YouTube stuff so I can be more visible on the site and you know when new videos are released (plus, it’s a digital pat on the head for me). With Sam Hellmuth of York University, England, we think about these questions: With language acquisition, which comes first – production or perception? Why do your students sound angry when they aren’t? How much does accent affect comprehension? Can we learn to ‘de-accent’? Should we bother teaching English stress patterns?  Sam smoothly mixes theory and practical tips with some excellent real-world examples. Something for everyone. We make a few references to the Lingua Franca Core, which is a topic that was covered way back in episode 4. If you need a refresher, you can find it here – https://mastersoftesol.wordpress.com/2015/02/13/04-questioning-the-native-english-norm-jennifer-jenkins/ Sam Hellmuth York University Bio – www.york.ac.uk/language/people/academic-research/sam-hellmuth/ Sam Hellmuth Twitter – twitter.com/samhellmuth?lang=en Sam Hellmuth Site – samhellmuth.com Masters of TESOL website – https://mastersoftesol.wordpress.com/ Masters of TESOL – @MOTcast

<a href="https://traffic.libsyn.com/secure/mastersoftesol/23_-_Should_we_DE-ACCENT_our_students__-_Sam_Hellmuth.mp3" rel="nofollow" target="_blank">https://traffic.libsyn.com/secure/mastersoftesol/23_-_Should_we_DE-ACCENT_our_students__-_Sam_Hellmuth.mp3</a> THIS IS THE LAST PODCAST (for the foreseeable future). I’m hardly prolific with podcast releases but this will be the last one for the foreseeable future. I’ve decided to concentrate more on the YouTube side of things. YouTube Channel – <a href="https://www.youtube.com/channel/UCKbariMdEytYHdmkpXiILnQ" rel="noreferrer noopener nofollow" target="_blank">www.youtube.com/channel/UCKbariMdEytYHdmkpXiILnQ</a> The channel will have materials, concept videos and general useful teaching stuff! Please do all the usual YouTube stuff so I can be more visible on the site and you know when new videos are released (plus, it’s a digital pat on the head for me). With Sam Hellmuth of York University, England, we think about these questions: <ul><li>With language acquisition, which comes first – production or perception?</li></ul> <ul><li>Why do your students sound angry when they aren’t?</li></ul> <ul><li>How much does accent affect comprehension?</li></ul> <ul><li>Can we learn to ‘de-accent’?</li></ul> <ul><li>Should we bother teaching English stress patterns?</li></ul> Sam smoothly mixes theory and practical tips with some excellent real-world examples. Something for everyone. We make a few references to the Lingua Franca Core, which is a topic that was covered way back in episode 4. If you need a refresher, you can find it here – <a href="https://mastersoftesol.wordpress.com/2015/02/13/04-questioning-the-native-english-norm-jennifer-jenkins/" rel="noreferrer noopener nofollow" target="_blank">https://mastersoftesol.wordpress.com/2015/02/13/04-questioning-the-native-english-norm-jennifer-jenkins/</a> Sam Hellmuth York University Bio – <a href="https://www.york.ac.uk/language/people/academic-research/sam-hellmuth/" rel="noreferrer noopener nofollow" target="_blank">www.york.ac.uk/language/people/academic-research/sam-hellmuth/</a> Sam Hellmuth Twitter – <a href="https://twitter.com/samhellmuth?lang=en" rel="noreferrer noopener nofollow" target="_blank">twitter.com/samhellmuth?lang=en</a> Sam Hellmuth Site – <a href="http://samhellmuth.com/" rel="noreferrer noopener nofollow" target="_blank">samhellmuth.com</a> Masters of TESOL website – <a href="https://mastersoftesol.wordpress.com/" rel="noreferrer noopener nofollow" target="_blank">https://mastersoftesol.wordpress.com/</a> Masters of TESOL – <a href="https://twitter.com/motcast" rel="noreferrer noopener nofollow" target="_blank">@MOTcast</a>

23 – Should we DE-ACCENT our students? – Sam Hellmuth

Stafford Lumsden

http://traffic.libsyn.com/mastersoftesol/22_-_Stafford_Lumsden_-_Online_Learning.mp3 {bleep bloop bleep} I booted up cyborg teacher Stafford Lumsden to talk about online learning and the changing perception of what exactly a classroom is. We are more connected than ever and this shift in technology is changing the options that students have and how we teach. We discuss….  distance learning e-learning vs online learning Is online education as ‘good’ as offline? Basics of having a repository LMS – Learning Management System – create assignments, give feedback, students upload and interact with each other and the instructor The pros and cons of a fully online classroom No one-size-fits-all with online teaching  Useful resources: Google – heard of it? add dot com. It’s quite good. Google Sites – make your own web pages classroom.google.com – education specific ‘classrooms’. Students can submit and track assignments. Teachers can receive and give feedback on assignments all within the Google eco-system. wix.com – make your own web pages moodle.org – open source LMS. Requires some computer savvy to use Blackboard.com – pricy. Would require financial support from your department

<a href="http://traffic.libsyn.com/mastersoftesol/22_-_Stafford_Lumsden_-_Online_Learning.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/22_-_Stafford_Lumsden_-_Online_Learning.mp3</a> {bleep bloop bleep} I booted up cyborg teacher Stafford Lumsden to talk about online learning and the changing perception of what exactly a classroom is. We are more connected than ever and this shift in technology is changing the options that students have and how we teach. We discuss…. <ul> <li>distance learning</li> <li>e-learning vs online learning</li> <li>Is online education as ‘good’ as offline?</li> <li>Basics of having a repository</li> <li>LMS – Learning Management System – create assignments, give feedback, students upload and interact with each other and the instructor</li> <li>The pros and cons of a fully online classroom</li> <li>No one-size-fits-all with online teaching</li> </ul> Useful resources: Google – heard of it? add dot com. It’s quite good. Google Sites – make your own web pages <a href="http://classroom.google.com" rel="nofollow" target="_blank">classroom.google.com</a> – education specific ‘classrooms’. Students can submit and track assignments. Teachers can receive and give feedback on assignments all within the Google eco-system. <a href="http://wix.com" rel="nofollow" target="_blank">wix.com</a> – make your own web pages <a href="http://moodle.org" rel="nofollow" target="_blank">moodle.org</a> – open source LMS. Requires some computer savvy to use <a href="http://Blackboard.com" rel="nofollow" target="_blank">Blackboard.com</a> – pricy. Would require financial support from your department

22 – Online Learning Past and Future – Stafford Lumsden

http://traffic.libsyn.com/mastersoftesol/21.5_Thinking_Skills_-_VIDEO.mp3 I am branching out into video. First Video Channel Please watch, subscribe, like and all those things that everyone on YouTube is begging you to do! This is the first step of an expansion of MOT with the aim of eventually making materials for you to use in your own classes. Please smash “subscribe”, pummel “like” and all that other YouTube stuff. First Video – https://youtu.be/FWE2JPBf-PI Channel – http://www.youtube.com/channel/UCKbariMdEytYHdmkpXiILnQ/ Keywords: Bloom, Thinking Skills, Bloom’s Taxonomy, ESL, EFL, TESOL, TEFL, CELTA, DELTA, linguistics, language, second language, teaching, learning, English, bilingual, multilingual, cognition,

<a href="http://traffic.libsyn.com/mastersoftesol/21.5_Thinking_Skills_-_VIDEO.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/21.5_Thinking_Skills_-_VIDEO.mp3</a> I am branching out into video. <a href="https://youtu.be/FWE2JPBf-PI" rel="nofollow" target="_blank">First Video</a> <a href="https://www.youtube.com/channel/UCKbariMdEytYHdmkpXiILnQ/" rel="nofollow" target="_blank">Channel</a> Please watch, subscribe, like and all those things that everyone on YouTube is begging you to do! This is the first step of an expansion of MOT with the aim of eventually making materials for you to use in your own classes. Please smash “subscribe”, pummel “like” and all that other YouTube stuff. First Video – <a href="https://youtu.be/FWE2JPBf-PI" rel="nofollow" target="_blank">https://youtu.be/FWE2JPBf-PI</a> Channel – <a href="http://www.youtube.com/channel/UCKbariMdEytYHdmkpXiILnQ/" rel="nofollow" target="_blank">http://www.youtube.com/channel/UCKbariMdEytYHdmkpXiILnQ/</a> Keywords: Bloom, Thinking Skills, Bloom’s Taxonomy, ESL, EFL, TESOL, TEFL, CELTA, DELTA, linguistics, language, second language, teaching, learning, English, bilingual, multilingual, cognition,

21.5 – Thinking Skills – VIDEO!

Oksana Kharley

http://traffic.libsyn.com/mastersoftesol/21_-_Can_Dictation_Be_Fun__-_Oksana_Kharley.mp3  “Oh googie…dictation….” Possibly one of the most misused input/output techniques. The dreaded dictation. How can we move beyond playing a CD or reading and having students just write down what they hear? Oksana Kharley takes us through some useful approaches and techniques for practicing listening and writing that don’t include playing audio a couple of times and then handing out a script. Her ideas can help open up some new avenues for activities that the word and a new way of thinking about “dictation” (eg, does it NEED to include writing?) Some of these activities come from: Paul Davis &amp; Mario Rinvolucri. (2006). Dictation. New methods, new possibilities. CUP.

<a href="http://traffic.libsyn.com/mastersoftesol/21_-_Can_Dictation_Be_Fun__-_Oksana_Kharley.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/21_-_Can_Dictation_Be_Fun__-_Oksana_Kharley.mp3</a> “Oh googie…dictation….” Possibly one of the most misused input/output techniques. The dreaded dictation. How can we move beyond playing a CD or reading and having students just write down what they hear? Oksana Kharley takes us through some useful approaches and techniques for practicing listening and writing that don’t include playing audio a couple of times and then handing out a script. Her ideas can help open up some new avenues for activities that the word and a new way of thinking about “dictation” (eg, does it NEED to include writing?) Some of these activities come from: Paul Davis &amp; Mario Rinvolucri. (2006). Dictation. New methods, new possibilities. CUP.

21 – Can Dictation Be Fun? – Oksana Kharley

Roger Fusselman

http://traffic.libsyn.com/mastersoftesol/20_-_Roger_Fussellman_-_TED_Talks_in_ESL_ELF_class.mp3 I caught up with Roger Fusselman after his KOTESOL conference presentation on using TED talks and videos in general for language teaching. This is a MUST listen for anyone using visual media in the classroom. We cover the DOs and DON’Ts of choosing videos as well as his principles of using media: Challenge / Meaningful / Support / Choice / Integration (connecting ideas) / Variety / Application Video Sites referenced: http://www.ted.com/talks http://bigthink.com/ http://www.ideacity.ca/watch-talks/ Specific videos referenced: How to start a movement Power poses for confidence

<a href="http://traffic.libsyn.com/mastersoftesol/20_-_Roger_Fussellman_-_TED_Talks_in_ESL_ELF_class.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/20_-_Roger_Fussellman_-_TED_Talks_in_ESL_ELF_class.mp3</a> I caught up with Roger Fusselman after his KOTESOL conference presentation on using TED talks and videos in general for language teaching. This is a MUST listen for anyone using visual media in the classroom. We cover the DOs and DON’Ts of choosing videos as well as his principles of using media: Challenge / Meaningful / Support / Choice / Integration (connecting ideas) / Variety / Application Video Sites referenced: <a href="http://www.ted.com/talks" rel="noopener nofollow" target="_blank">http://www.ted.com/talks</a> <a href="http://bigthink.com/" rel="noopener nofollow" target="_blank">http://bigthink.com/</a> <a href="http://www.ideacity.ca/watch-talks/" rel="noopener nofollow" target="_blank">http://www.ideacity.ca/watch-talks/</a> Specific videos referenced: <a href="https://www.ted.com/talks/derek_sivers_how_to_start_a_movement" rel="noopener nofollow" target="_blank">How to start a movement</a> <a href="https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are?referrer=playlist-talks_to_give_you_a_confidence&amp;utm_campaign=tedspread&amp;utm_medium=referral&amp;utm_source=tedcomshare" rel="noopener nofollow" target="_blank">Power poses for confidence</a>

20 – using TED talks (and other videos) in ESL EFL class – Roger Fusselman

Thomas Farrell

http://traffic.libsyn.com/mastersoftesol/19_-_Reflective_Practice_-_Thomas_Farrell.mp3 The self-styled ‘bad boy’ of language teaching, Thomas Farrell, dropped by my office to take about self reflection. What do we do in the classroom and, importantly, WHY do we do it? Who are YOU as a teacher and what do YOU bring into the classroom?   Start adding this reflective practice regularly to your professional life and you’ll be surprised at the difference it can make to your personal and professional development. Also a good lesson about having a safety net. I recorded this with my fancy MICs but the recordings failed for some reason, so this is based on my phone back-up recording. Phew….

<a href="http://traffic.libsyn.com/mastersoftesol/19_-_Reflective_Practice_-_Thomas_Farrell.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/19_-_Reflective_Practice_-_Thomas_Farrell.mp3</a> The self-styled ‘bad boy’ of language teaching, Thomas Farrell, dropped by my office to take about self reflection. What do we do in the classroom and, importantly, WHY do we do it? Who are YOU as a teacher and what do YOU bring into the classroom? Start adding this reflective practice regularly to your professional life and you’ll be surprised at the difference it can make to your personal and professional development. Also a good lesson about having a safety net. I recorded this with my fancy MICs but the recordings failed for some reason, so this is based on my phone back-up recording. Phew….

19 – Reflective Practice – Thomas Farrell

Jon Campbell-Larsen

http://traffic.libsyn.com/mastersoftesol/18_-_Discourse_Markers_-_Jon_Campbell-Larsen.mp3 Well, discourse markers are kinda a feature of, like, natural speech in, you know, basically every language. Jon Campbell-Larsen takes us through the how and why of teaching Discourse Markers. Here is a link to an example of how to scaffold students practicing these markers (based on Jon’s KOTESOL hand out). Feel free to adapt it for your own classes. Discourse Markers HO2 Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, discourse markers, discourse, markers, linguistics, language, second language, teaching, learning, English, bilingual, multilingual, cognition, students, education,

<a href="http://traffic.libsyn.com/mastersoftesol/18_-_Discourse_Markers_-_Jon_Campbell-Larsen.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/18_-_Discourse_Markers_-_Jon_Campbell-Larsen.mp3</a> Well, discourse markers are kinda a feature of, like, natural speech in, you know, basically every language. Jon Campbell-Larsen takes us through the how and why of teaching Discourse Markers. Here is a link to an example of how to scaffold students practicing these markers (based on Jon’s KOTESOL hand out). Feel free to adapt it for your own classes. <a href="https://mastersoftesol.files.wordpress.com/2017/12/discourse-markers-ho2.pdf" rel="nofollow" target="_blank">Discourse Markers HO2</a> Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, discourse markers, discourse, markers, linguistics, language, second language, teaching, learning, English, bilingual, multilingual, cognition, students, education,

18 – Discourse Markers – Jon Campbell-Larsen

http://traffic.libsyn.com/mastersoftesol/17_-_Reichmuth_and_Hanf_-_TV_shows_for_pronunciation_-_QUICKIE.mp3 How effective is using English language TV in helping students improve their pronunciation? Well, Reichmuth &amp; Hanf actually did some research and the results are in. How I Met Your Mother! Another quickie from the last KOTESOL conference.   Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, pronunciation, pronouncing, TV, linguistics, language, second language, teaching, learning, English, Israeli, , bilingual, mulitlingual, cognition,

<a href="http://traffic.libsyn.com/mastersoftesol/17_-_Reichmuth_and_Hanf_-_TV_shows_for_pronunciation_-_QUICKIE.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/17_-_Reichmuth_and_Hanf_-_TV_shows_for_pronunciation_-_QUICKIE.mp3</a> How effective is using English language TV in helping students improve their pronunciation? Well, Reichmuth &amp; Hanf actually did some research and the results are in. How I Met Your Mother! Another quickie from the last KOTESOL conference. Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, pronunciation, pronouncing, TV, linguistics, language, second language, teaching, learning, English, Israeli, , bilingual, mulitlingual, cognition,

17 – Reichmuth and Hanf – How to use TV shows for pronunciation – QUICKIE

Eytan Zweig

Plurals are easy, right? There’s one or there’s more than one… pretty straight forward. “All”, “every”, “All the” “each” – that’s pretty simple too, isn’t it? Well, hold on to something sturdy as Eytan Zweig gets you to think a little deeper about how we both form and understand language. The literal meaning (semantics) and the meaning of the use (pragmatics) of the language is a vital part of how we communicate in real life. So, let’s a show like this is chomping at the bit to dig down into this topic. http://traffic.libsyn.com/mastersoftesol/16_-_Eytan_Zweig_-_what_words_really_mean_-_semanitics_and_pragmatics.mp3   Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, pragmatics, semantics, linguistics, language, second language, teaching, learning, English, Israeli, Hebrew, bilingual, mulitlingual,  York, University of York, UK, England, cognition, Eytan Zweig,

Plurals are easy, right? There’s one or there’s more than one… pretty straight forward. “All”, “every”, “All the” “each” – that’s pretty simple too, isn’t it? Well, hold on to something sturdy as Eytan Zweig gets you to think a little deeper about how we both form and understand language. The literal meaning (semantics) and the meaning of the use (pragmatics) of the language is a vital part of how we communicate in real life. So, let’s a show like this is chomping at the bit to dig down into this topic. <a href="http://traffic.libsyn.com/mastersoftesol/16_-_Eytan_Zweig_-_what_words_really_mean_-_semanitics_and_pragmatics.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/16_-_Eytan_Zweig_-_what_words_really_mean_-_semanitics_and_pragmatics.mp3</a> Keywords: ESL, EFL, TESOL, TEFL, CELTA, DELTA, pragmatics, semantics, linguistics, language, second language, teaching, learning, English, Israeli, Hebrew, bilingual, mulitlingual,  York, University of York, UK, England, cognition, Eytan Zweig,

16 – Eytan Zweig – what words really mean – semantics and pragmatics

Justin McKibben

In the first of this batch of hit-n-run quickie interviews from the KOTESOL conference in Seoul at the end of 2016, I spoke to Justin McKibben about how we can expand students roles. By giving students certain speaking tasks the traditional classroom would consider a teacher’s job, we can vastly increase student talk time and give them a broader sense of control in their own classroom. Justin takes us through some of the techniques we can use in our classrooms to shift away from the traditional teacher-fronted classroom. You can start using these techniques immediately. http://traffic.libsyn.com/mastersoftesol/15_-_The_Student_Becomes_The_Teacher_-__Justin_McKibben.mp3   STT, TTT, ESL, EFL, TEFL, TESOL, CELTA, DELTA, teacher-fronted classroom, teaching, English,

In the first of this batch of hit-n-run quickie interviews from the KOTESOL conference in Seoul at the end of 2016, I spoke to Justin McKibben about how we can expand students roles. By giving students certain speaking tasks the traditional classroom would consider a teacher’s job, we can vastly increase student talk time and give them a broader sense of control in their own classroom. Justin takes us through some of the techniques we can use in our classrooms to shift away from the traditional teacher-fronted classroom. You can start using these techniques immediately. <a href="http://traffic.libsyn.com/mastersoftesol/15_-_The_Student_Becomes_The_Teacher_-__Justin_McKibben.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/15_-_The_Student_Becomes_The_Teacher_-__Justin_McKibben.mp3</a> STT, TTT, ESL, EFL, TEFL, TESOL, CELTA, DELTA, teacher-fronted classroom, teaching, English,

15 – The Student Becomes The Teacher – Justin McKibben

The biggest brains in TESOL spill the beans on the most effective way of teaching English as a Foreign Language.

In this end-of-year episode, we get the funnier side of teaching English with stories from listeners and future interviewees. Special thanks to Grace, Thomas, Matthew, Jon, Fergal, James, Mierkamil, Oksana, Jacob, Roger, Gordon, and Jake. http://traffic.libsyn.com/mastersoftesol/14_-_Listeners_Tails_From_The_Classroom.mp3 We cover accidental phallic drawings, mistranslations, unintended puns, uncontrollable sweating… If you have a good story, you can be part of a future episode. Record it and send it to mastersoftesol@gmail.com . IG: mastersoftesol Twitter: @MOTcast Cool people subscribe on: Google Play https://play.google.com/music/m/Ithao3qppoidll3hfgekmbusswi?t=Masters_of_TESOL iTunes https://itunes.apple.com/gb/podcast/masters-of-tesol/id933226826?mt=2 EFL, ESL, English Teaching, TESOL, TEFL, CELTA, EIL,

In this end-of-year episode, we get the funnier side of teaching English with stories from listeners and future interviewees. Special thanks to Grace, Thomas, Matthew, Jon, Fergal, James, Mierkamil, Oksana, Jacob, Roger, Gordon, and Jake. <a href="http://traffic.libsyn.com/mastersoftesol/14_-_Listeners_Tails_From_The_Classroom.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/14_-_Listeners_Tails_From_The_Classroom.mp3</a> We cover accidental phallic drawings, mistranslations, unintended puns, uncontrollable sweating… If you have a good story, you can be part of a future episode. Record it and send it to <a href="mailto:mastersoftesol@gmail.com">mastersoftesol@gmail.com</a> . IG: <a href="http://www.instagram.com/mastersoftesol" rel="nofollow" target="_blank">mastersoftesol</a> Twitter: @MOTcast Cool people subscribe on: Google Play <a href="https://play.google.com/music/m/Ithao3qppoidll3hfgekmbusswi?t=Masters_of_TESOL" rel="nofollow" target="_blank">https://play.google.com/music/m/Ithao3qppoidll3hfgekmbusswi?t=Masters_of_TESOL</a> iTunes <a href="https://itunes.apple.com/gb/podcast/masters-of-tesol/id933226826?mt=2" rel="nofollow" target="_blank">https://itunes.apple.com/gb/podcast/masters-of-tesol/id933226826?mt=2</a> EFL, ESL, English Teaching, TESOL, TEFL, CELTA, EIL,

14 – MOT Listeners’ Tales from the classroom

I’m making a Christmas episode of the podcast and I need your help. Yes, YOU. The person reading this right now. Don’t look around, I’m talking to you~! http://traffic.libsyn.com/mastersoftesol/MOT_call_for_stories.mp3 As serious, devoted education professionals, we all love hearing about things going wrong or weird in a lesson, so the end-of-year episode is going to be a collection of funny stories from the classroom. I’ve already recorded a few with the recent interviewees. If you’d like to contribute, I’d love to have your story.They don’t have to be long at all. One I have already is just a teacher leaning against the classroom door and falling straight through it! Short n sweet. But longer ones are good too. If you have more than one that’s even better.So, any mishaps, odd co-workers, weird or funny experiences, just record yourself telling the story (just on your phone is good enough!) and send it to mastersoftesol@gmail.comIf you want to be anonymous, that’s fine, otherwise you a can give your name at the start. As it’s the end-of-year show, the sooner I get them the better, so don’t delay if a story comes to mindCheers

I’m making a Christmas episode of the podcast and I need your help. Yes, YOU. The person reading this right now. Don’t look around, I’m talking to you~! <a href="http://traffic.libsyn.com/mastersoftesol/MOT_call_for_stories.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/MOT_call_for_stories.mp3</a> As serious, devoted education professionals, we all love hearing about things going wrong or weird in a lesson, so the end-of-year episode is going to be a collection of funny stories from the classroom. I’ve already recorded a few with the recent interviewees. If you’d like to contribute, I’d love to have your story.They don’t have to be long at all. One I have already is just a teacher leaning against the classroom door and falling straight through it! Short n sweet. But longer ones are good too. If you have more than one that’s even better. So, any mishaps, odd co-workers, weird or funny experiences, just record yourself telling the story (just on your phone is good enough!) and send it to <a href="mailto:mastersoftesol@gmail.com">mastersoftesol@gmail.com</a> If you want to be anonymous, that’s fine, otherwise you a can give your name at the start. As it’s the end-of-year show, the sooner I get them the better, so don’t delay if a story comes to mind Cheers

Your Funny EFL / ESL Teaching Stories – an open call

Andrew Euan MacFarlane

This episode, we start with a little experiment and get more interactive. Let us know what country you thought the music originated in at @MOTcast with the hashtag #motesol . I’ll put up the results on www.mastersoftesol.com http://traffic.libsyn.com/mastersoftesol/13_-_What_the_way_you_speak_says_about_you_-_Sociolinguistics_with_Andrew_Euan_MacFarlan.mp3 Andrew Ewan MacFarlane is a lecturer at University of York in the Department of Language and Linguistic Science and a sociolinguist. We spent a while flipping back and forth between accents and dialects, reminiscing about Margaret Thatcher, thinking about unobtrusive kiwis and kangaroos, gettin’ daaaan wit da yoof o’ London innit, and playing “Name That [Country of Origin] Tune”. This was one of my favourite interviews so far and hopefully inspires more than a few listeners to get deeper into the subject. Footnotes: Margaret Thatcher’s voice – before and after Multicultural London English MOT on Instagram

This episode, we start with a little experiment and get more interactive. Let us know what country you thought the music originated in at @MOTcast with the hashtag #motesol . I’ll put up the results on <a href="http://www.mastersoftesol.com" rel="nofollow" target="_blank">www.mastersoftesol.com</a> <a href="http://traffic.libsyn.com/mastersoftesol/13_-_What_the_way_you_speak_says_about_you_-_Sociolinguistics_with_Andrew_Euan_MacFarlan.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/13_-_What_the_way_you_speak_says_about_you_-_Sociolinguistics_with_Andrew_Euan_MacFarlan.mp3</a> <a href="https://www.york.ac.uk/language/people/academic-research/andrew-euan-macfarlane/" rel="nofollow" target="_blank">Andrew Ewan MacFarlane</a> is a lecturer at University of York in the Department of Language and Linguistic Science and a sociolinguist. We spent a while flipping back and forth between accents and dialects, reminiscing about Margaret Thatcher, thinking about unobtrusive kiwis and kangaroos, gettin’ daaaan wit da yoof o’ London innit, and playing “Name That [Country of Origin] Tune”. This was one of my favourite interviews so far and hopefully inspires more than a few listeners to get deeper into the subject. Footnotes: <a href="https://www.youtube.com/watch?v=28_0gXLKLbk" rel="nofollow" target="_blank">Margaret Thatcher’s voice – before and after</a> <a href="https://www.youtube.com/watch?v=Fyd3VMoG3WM" rel="nofollow" target="_blank">Multicultural London English</a> MOT on <a href="http://www.instagram.com/mastersoftesol/" rel="nofollow" target="_blank">Instagram</a>

13 – What the way you speak says about you – Sociolinguistics with Andrew Euan MacFarlane

Tamar Keren-Portnoy

http://traffic.libsyn.com/mastersoftesol/12_-_First_Language_Acquisition_-_Tamar_Keren-Portnoy_pt1.mp3 @MOTcast Now on Instagram! Once again, I got lost in the labyrinthian corridors of the University of York Language &amp; Linguistic Science department, this time to speak to Tamar Keren-Portnoy about first language acquisition. There’s a lot of similarities between how we learn our first language and how we acquire our second language, so it’s a useful topic for ESL / EFL / second language teachers. She gives us insights into such things as how babies develop syntax/grammar norms, why they learn some words earlier than others, how babies are not simply mimicking their caretakers and, through her own research with Rory DePaolis &amp; Marilyn Vihman, how babies learn through listening and the sounds they themselves make. You may remember Marilyn Vihman from episode 9 of MOT. Later in the year, I’ll release a mini-episode about the developmental stages of babies. Links: Marilyn Vihman Interview on MOT “Travel Broadens the Mind” – Campos et al (2000)   Key words: baby, babies, acquisition, teaching, learning, babbling, language, babbling, cooing,

<a href="http://traffic.libsyn.com/mastersoftesol/12_-_First_Language_Acquisition_-_Tamar_Keren-Portnoy_pt1.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/12_-_First_Language_Acquisition_-_Tamar_Keren-Portnoy_pt1.mp3</a> <a href="http://www.twitter.com/MOTcast" rel="nofollow" target="_blank">@MOTcast</a> Now on <a href="http://www.instagram.com/mastersoftesol/" rel="nofollow" target="_blank">Instagram</a>! Once again, I got lost in the labyrinthian corridors of the University of York Language &amp; Linguistic Science department, this time to speak to <a href="https://www.york.ac.uk/language/people/academic-research/tamar-keren-portnoy/" rel="nofollow" target="_blank">Tamar Keren-Portnoy</a> about first language acquisition. There’s a lot of similarities between how we learn our first language and how we acquire our second language, so it’s a useful topic for ESL / EFL / second language teachers. She gives us insights into such things as how babies develop syntax/grammar norms, why they learn some words earlier than others, how babies are not simply mimicking their caretakers and, through her own research with Rory DePaolis &amp; Marilyn Vihman, how babies learn through listening and the sounds they themselves make. You may remember Marilyn Vihman from episode 9 of MOT. Later in the year, I’ll release a mini-episode about the developmental stages of babies. Links: <a href="https://mastersoftesol.wordpress.com/2015/09/04/09-bilingual-mythbusting-marilyn-vihman/" rel="nofollow" target="_blank">Marilyn Vihman Interview on MOT</a> <a href="http://conium.org/~isl/PDFPublications/Travel%20broadens%20the%20mind.pdf" rel="nofollow" target="_blank">“Travel Broadens the Mind” – Campos et al (2000)</a> Key words: baby, babies, acquisition, teaching, learning, babbling, language, babbling, cooing,

12 – Babies and First Language Acquisition – Tamar Keren-Portnoy pt1

Heather Marsden

http://traffic.libsyn.com/mastersoftesol/11_-_Too_old_to_learn__The_Critical_Period_-_Heather_Marsden.mp3 This episode, I speak to University of York’s Heather Marsden about the controversial Critical Period hypothesis. This theory suggests that there is a limited age at which we can learn a second language, after which it grows increasingly difficult. Anecdotally, we assume this to be true – kids are sponges for language while older people struggle – but what does the research say about this? This episode is simply a bite-sized introduction to a much larger topic, so I encourage you to search around for other perspectives on this subject. Heather Marsden @ University of York Follow me on @MOTcast Now on Instagram! Noob glossary: L1 – first/native language L2 – second language input – any exposure to the L2 interference – where the L1 grammar, vocab or pronunciation affects or negatively influences L2 production

<a href="http://traffic.libsyn.com/mastersoftesol/11_-_Too_old_to_learn__The_Critical_Period_-_Heather_Marsden.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/11_-_Too_old_to_learn__The_Critical_Period_-_Heather_Marsden.mp3</a> This episode, I speak to University of York’s Heather Marsden about the controversial Critical Period hypothesis. This theory suggests that there is a limited age at which we can learn a second language, after which it grows increasingly difficult. Anecdotally, we assume this to be true – kids are sponges for language while older people struggle – but what does the research say about this? This episode is simply a bite-sized introduction to a much larger topic, so I encourage you to search around for other perspectives on this subject. <a href="https://www.york.ac.uk/language/people/academic-research/heather-marsden/" rel="nofollow" target="_blank">Heather Marsden</a> @ University of York Follow me on <a href="http://www.twitter.com/MOTcast" rel="nofollow" target="_blank">@MOTcast</a> Now on <a href="http://www.instagram.com/mastersoftesol" rel="nofollow" target="_blank">Instagram</a>! Noob glossary: L1 – first/native language L2 – second language input – any exposure to the L2 interference – where the L1 grammar, vocab or pronunciation affects or negatively influences L2 production

11 – Too old to learn? The Critical Period – Heather Marsden

http://traffic.libsyn.com/mastersoftesol/10_-_Is_your_English_test_fair_.mp3 @MOTcast www.mastersoftesol.com Subscribe on iTunes I’m alive! Back after five months with a quickie that (hopefully) gives us a foundation for a deeper look at this topic later this year with a real expert. We’re looking at TESTING &amp; EVALUATION – The main priciples in this episode:  Practicality Reliability Validity Authenticity Washback  Lots of info comes from this excellent book: Language Assessment: Principles and Classroom Practices – Brown &amp; Abeywickrama

<a href="http://traffic.libsyn.com/mastersoftesol/10_-_Is_your_English_test_fair_.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/10_-_Is_your_English_test_fair_.mp3</a> <a href="http://twitter.com/motcast" rel="nofollow" target="_blank">@MOTcast</a> <a href="http://www.mastersoftesol.com" rel="nofollow" target="_blank">www.mastersoftesol.com</a> Subscribe on <a href="https://itunes.apple.com/gb/podcast/masters-of-tesol/id933226826?mt=2" rel="nofollow" target="_blank">iTunes</a> I’m alive! Back after five months with a quickie that (hopefully) gives us a foundation for a deeper look at this topic later this year with a real expert. We’re looking at TESTING &amp; EVALUATION – The main priciples in this episode: <ul> <li>Practicality</li> <li>Reliability</li> <li>Validity</li> <li>Authenticity</li> <li>Washback</li> </ul> Lots of info comes from this excellent book: <a href="http://www.amazon.com/Language-Assessment-Principles-Classroom-Practices/dp/0138149313/ref=sr_1_1?ie=UTF8&amp;qid=1454669883&amp;sr=8-1&amp;keywords=language+assessment+principles+and+classroom+practices" rel="nofollow" target="_blank">Language Assessment: Principles and Classroom Practices – Brown &amp; Abeywickrama</a>

10 – how fair is your English test? – QUICKIE

Marilyn Vihman

http://traffic.libsyn.com/mastersoftesol/09_-_Bilingual_Mythbusting_-_Marilyn_Vihman.mp3 Subscribe on iTunes Follow me on Twitter – @MOTcast To a monolingual, being bilingual or multilingual seems magical. More than one language in one head – no one can live at that speed! As a result, some unusual misconceptions have grown around linguistic phenomena that, globally, is far more common than speaking a single language. Marilyin Vihman has significant experience in bilingualism both personally and academically. In this episode, recorded in her office at the University of York, we look at some of the myths about bilingual development and which are outright wrong and which lean closer to the truth than others. The myths we bust – or, in some cases, bruise – are:  Bilinguals are two monolinguals in one head Bilinguals start to speak later than monolinguals Babies soak up languages like sponges Some languages are more primitive than others, so are easier to learn English is widely spoken (as a second language) because it has less grammar Parents pass on mistakes and non-native accents to their children There’s one right way to raise a bilingual child  (Adapted from Pearson (2008)) Marilyn Vihman at University of York

<a href="http://traffic.libsyn.com/mastersoftesol/09_-_Bilingual_Mythbusting_-_Marilyn_Vihman.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/09_-_Bilingual_Mythbusting_-_Marilyn_Vihman.mp3</a> Subscribe on <a href="https://itunes.apple.com/gb/podcast/masters-of-tesol/id933226826?mt=2" rel="nofollow" target="_blank">iTunes</a> Follow me on Twitter – <a href="http://twitter.com/MOTcast" rel="nofollow" target="_blank">@MOTcast</a> To a monolingual, being bilingual or multilingual seems magical. More than one language in one head – no one can live at that speed! As a result, some unusual misconceptions have grown around linguistic phenomena that, globally, is far more common than speaking a single language. Marilyin Vihman has significant experience in bilingualism both personally and academically. In this episode, recorded in her office at the University of York, we look at some of the myths about bilingual development and which are outright wrong and which lean closer to the truth than others. The myths we bust – or, in some cases, bruise – are: <ol> <li>Bilinguals are two monolinguals in one head</li> <li>Bilinguals start to speak later than monolinguals</li> <li>Babies soak up languages like sponges</li> <li>Some languages are more primitive than others, so are easier to learn</li> <li>English is widely spoken (as a second language) because it has less grammar</li> <li>Parents pass on mistakes and non-native accents to their children</li> <li>There’s one right way to raise a bilingual child</li> </ol> (Adapted from Pearson (2008)) <a href="http://www.york.ac.uk/language/people/academic-research/marilyn-vihman/" rel="nofollow" target="_blank">Marilyn Vihman at University of York</a>

09 – Bilingual Mythbusting – Marilyn Vihman

Martin Dewey

http://traffic.libsyn.com/mastersoftesol/08__English_as_a_Lingua_Franca_in_the_ESL_classroom__Martin_Dewey.mp3 [This episode follows up on issues first covered in episode 4 with Jennifer Jenkins.] English as a Lingua Franca (ELF) is a perplexing thing. It’s not an approach. It’s not a methodology. It’s a perspective. So there’s nothing for teachers to really get solid a grip on. This can get frustrating for teachers and can leave us more confused than enlightened. In this episode, Martin Dewey of King’s College London towels off this slippery subject with a classroom perspective. Rethink how much attention we give certain language aspects in our classes, moving away from the native speaker norm, focusing on how students adapt their speech for the specific situation. M’Kay… Due to the time difference, I was up at dawn for this Skype interview so I was a little sleepy and, yes, I do say “curriculums” at one point! If you like the show, SUBSCRIBE! Questions, comments, requests to… @MOTcast www.masterofTESOL.com Further reading: V.O.I.C.E  – Vienna Oxford International Corpus of English “Understanding English as a Lingua Franca” on Amazon “Exploring ELF” on Amazon Martin Dewey’s Research Jennifer Jenkins on Amazon

<a href="http://traffic.libsyn.com/mastersoftesol/08__English_as_a_Lingua_Franca_in_the_ESL_classroom__Martin_Dewey.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/08__English_as_a_Lingua_Franca_in_the_ESL_classroom__Martin_Dewey.mp3</a> [This episode follows up on issues first covered in <a href="https://mastersoftesol.wordpress.com/2015/02/13/04-questioning-the-native-english-norm-jennifer-jenkins/" rel="nofollow" target="_blank">episode 4 with Jennifer Jenkins</a>.] English as a Lingua Franca (ELF) is a perplexing thing. It’s not an approach. It’s not a methodology. It’s a perspective. So there’s nothing for teachers to really get solid a grip on. This can get frustrating for teachers and can leave us more confused than enlightened. In this episode, Martin Dewey of King’s College London towels off this slippery subject with a classroom perspective. Rethink how much attention we give certain language aspects in our classes, moving away from the native speaker norm, focusing on how students adapt their speech for the specific situation. M’Kay… Due to the time difference, I was up at dawn for this Skype interview so I was a little sleepy and, yes, I do say “curriculums” at one point! If you like the show, SUBSCRIBE! Questions, comments, requests to… <a href="http://twitter.com/motcast" rel="nofollow" target="_blank">@MOTcast</a> <a href="http://www.masterofTESOL.com" rel="nofollow" target="_blank">www.masterofTESOL.com</a> Further reading: <a href="http://www.univie.ac.at/voice/" rel="nofollow" target="_blank">V.O.I.C.E </a> – Vienna Oxford International Corpus of English <a href="http://www.amazon.com/Understanding-English-Lingua-Franca-Linguistics/dp/0194375005/ref=sr_1_1?ie=UTF8&amp;qid=1423786566&amp;sr=8-1&amp;keywords=understanding+english+as+a+lingua+franca" rel="nofollow" target="_blank">“Understanding English as a Lingua Franca” on Amazon</a> <a href="http://www.amazon.com/Exploring-ELF-Non-native-Cambridge-Linguistics/dp/0521177529/ref=sr_1_1?s=books&amp;ie=UTF8&amp;qid=1423786728&amp;sr=1-1&amp;keywords=exploring+elf" rel="nofollow" target="_blank">“Exploring ELF” on Amazon</a> <a href="http://kclpure.kcl.ac.uk/portal/en/persons/martin-dewey(4a8a17ea-0aee-4be1-90a1-3afdfffb57f7)/publications.html" rel="nofollow" target="_blank">Martin Dewey’s Research</a> <a href="http://www.amazon.com/Jennifer-Jenkins/e/B001JP215C/ref=dp_byline_cont_book_1" rel="nofollow" target="_blank">Jennifer Jenkins on Amazon</a>

08 – English as a Lingua Franca in the ESL classroom – Martin Dewey

Tom Randolph

http://traffic.libsyn.com/mastersoftesol/07_-_Why_your_ESL_lesson_bombed_-_Tom_Randolph.mp3 In this episode we hear from TESOL methodology trainer Tom Randolph about some of the reasons ESL / EFL lessons don’t succeed, and how to avoid it happening. I chip in with my own experience as a teacher trainer based on the classes I have monitored that didn’t go well. There’re plenty of solid tips and even activity ideas in this conversation, so there’s something for everyone, regardless of experience. I’d love to hear your ideas too. Don’t be shy! @MOTcast www.mastersofTESOL.com

<a href="http://traffic.libsyn.com/mastersoftesol/07_-_Why_your_ESL_lesson_bombed_-_Tom_Randolph.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/07_-_Why_your_ESL_lesson_bombed_-_Tom_Randolph.mp3</a> In this episode we hear from TESOL methodology trainer Tom Randolph about some of the reasons ESL / EFL lessons don’t succeed, and how to avoid it happening. I chip in with my own experience as a teacher trainer based on the classes I have monitored that didn’t go well. There’re plenty of solid tips and even activity ideas in this conversation, so there’s something for everyone, regardless of experience. I’d love to hear your ideas too. Don’t be shy! <a href="http://twitter.com/MOTcast" rel="nofollow" target="_blank">@MOTcast</a> <a href="http://www.mastersofTESOL.com" rel="nofollow" target="_blank">www.mastersofTESOL.com</a>

07 – Why your ESL lesson bombed – Tom Randolph

http://traffic.libsyn.com/mastersoftesol/06_-_How_ESL___EFL_students_learn_-_Stephen_van_Vlack.mp3 As teachers, we need to be aware of how students are learning. Different brain systems need to work together in order to retain information and, most importantly, integrate it into existing systems. So, what is the best approach for teachers to give the best chance for students to improve? Stephen van Vlack slices open the brain (metaphorically) to show us how the different brain systems interact and the most effective ways for students to improve. This is one of the more difficult subjects we’ve tackled on MOT, but Stephen breaks it down into an understandable view of how information and perception affects language learning and retention. This is a slimmed down version of the full interview. To hear an extra 8 minutes (I say 15 minutes on the show, but it’s not that long!), including how learning an L2 affects L1, click here. Absolutely free. I’m so good to you… Be cool and subscribe on iTunes or your podcast catcher of choice, and get the episodes without lifting a finger (more than once!). @MOTcast www.masterofTESOL.com Some terms used in this episode: L1 / L2 – Language 1 (native / first language), Language 2 (second/additional language) SLA – Second Language Aquisition Links: Stephan van Vlack’s page Teaching with the brain in mind – Jenson – on Amazon A Users Guide to the Brain – Ratey – on Amazon Learning: Principles and Applications – Klein – on Amazon

<a href="http://traffic.libsyn.com/mastersoftesol/06_-_How_ESL___EFL_students_learn_-_Stephen_van_Vlack.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/06_-_How_ESL___EFL_students_learn_-_Stephen_van_Vlack.mp3</a> As teachers, we need to be aware of how students are learning. Different brain systems need to work together in order to retain information and, most importantly, integrate it into existing systems. So, what is the best approach for teachers to give the best chance for students to improve? Stephen van Vlack slices open the brain (metaphorically) to show us how the different brain systems interact and the most effective ways for students to improve. This is one of the more difficult subjects we’ve tackled on MOT, but Stephen breaks it down into an understandable view of how information and perception affects language learning and retention. This is a slimmed down version of the full interview. To hear an extra 8 minutes (I say 15 minutes on the show, but it’s not that long!), including how learning an L2 affects L1, <a href="http://wp.me/p5dOWM-1K" rel="nofollow" target="_blank">click here</a>. Absolutely free. I’m so good to you… Be cool and subscribe on <a href="https://itunes.apple.com/gb/podcast/masters-of-tesol/id933226826?mt=2" rel="nofollow" target="_blank">iTunes</a> or your podcast catcher of choice, and get the episodes without lifting a finger (more than once!). <a href="twitter.com/motcast" rel="nofollow" target="_blank">@MOTcast</a> <a href="www.masterofTESOL.com" rel="nofollow" target="_blank">www.masterofTESOL.com</a> Some terms used in this episode: L1 / L2 – Language 1 (native / first language), Language 2 (second/additional language) SLA – Second Language Aquisition Links: <a href="udveksling.com" rel="nofollow" target="_blank">Stephan van Vlack’s page</a> <a href="http://amzn.com/1416600302" rel="nofollow" target="_blank">Teaching with the brain in mind – Jenson – on Amazon</a> <a href="http://amzn.com/0349112967" rel="nofollow" target="_blank">A Users Guide to the Brain – Ratey – on Amazon</a> <a href="http://amzn.com/B00JXZ2Y7K" rel="nofollow" target="_blank">Learning: Principles and Applications – Klein – on Amazon</a>

06 – The ESL / EFL student brain and how we learn – Stephen van Vlack

It’s a big business now. Everyone jump in.

Full of themselves

Also, pursuing second career in TESOL. Podcasts are an ideal way to learn. This is a good one!

Thank you!

Masters of TESOL

Dorothy Chun

http://traffic.libsyn.com/mastersoftesol/05_-_How_to_teach_intonation_-_Dorothy_Chun.mp3 One of the most overlooked elements of teaching spoken language is intonation. Yet it’s extremely important for conveying meaning. Traditional methods of teaching intonation tended to be simple listen-and-repest drills. Our guest for this episode, Prof. Dorothy Chun, has researched using visualisation to teach intonation, where students are able to see the contours of a native speaker and compare it to their own production. I spoke to Dorothy Chun over Skype, defying the 16-hour time difference, to get the expert opinion on the ‘how’ and ‘why’ of teaching intonation. If you never do any intonation practice, this will be a useful guide for how to introduce it to your classes. @MOTcast www.mastersofTESOL.com Dorothy Chun PRAAT Visualization software (free) (Windows and Mac) Jazz Chants

<a href="http://traffic.libsyn.com/mastersoftesol/05_-_How_to_teach_intonation_-_Dorothy_Chun.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/05_-_How_to_teach_intonation_-_Dorothy_Chun.mp3</a> One of the most overlooked elements of teaching spoken language is intonation. Yet it’s extremely important for conveying meaning. Traditional methods of teaching intonation tended to be simple listen-and-repest drills. Our guest for this episode, Prof. Dorothy Chun, has researched using visualisation to teach intonation, where students are able to see the contours of a native speaker and compare it to their own production. I spoke to Dorothy Chun over Skype, defying the 16-hour time difference, to get the expert opinion on the ‘how’ and ‘why’ of teaching intonation. If you never do any intonation practice, this will be a useful guide for how to introduce it to your classes. <a href="http://twitter.com/motcast" rel="nofollow" target="_blank">@MOTcast</a> <a href="http://www.mastersoftesol.com" rel="nofollow" target="_blank">www.mastersofTESOL.com</a> <a href="http://linc.education.ucsb.edu/people/prof-dorothy-m-chun-phd/" rel="nofollow" target="_blank">Dorothy Chun</a> <a href="http://www.fon.hum.uva.nl/praat/" rel="nofollow" target="_blank">PRAAT Visualization software (free)</a> (Windows and Mac) <a href="http://jazzchants.net/" rel="nofollow" target="_blank">Jazz Chants</a>

05 – How to teach English intonation – Dorothy Chun

Jennifer Jenkins

http://traffic.libsyn.com/mastersoftesol/04_-_Questioning_the_Native_Speaker_Norm_-_Jennifer_Jenkins.mp3 English as a Lingua Franca – ELF – is English as a shared language (usually) between non-native speakers. As English becomes more and more globalised, we question whether the Native Speaker model should be the goal in the classroom. Prof. Jennifer Jenkins first broached this idea back in 2000 and was met with excitement and resistance.  Native Speaker teachers may feel threatened. Non-native teachers may feel empowered. Maybe it’s time to reconsider correcting students with “Well, I understand what you mean, but we say it like this…” The ELF Core If you like the show, SUBSCRIBE! Questions, comments, requests to… @MOTcast www.masterofTESOL.com Further reading: V.O.I.C.E  – Vienna Oxford International Corpus of English “Understanding English as a Lingua Franca” on Amazon Jennifer Jenkins on Amazon “Exploring ELF” on Amazon Martin Dewey’s Research

<a href="http://traffic.libsyn.com/mastersoftesol/04_-_Questioning_the_Native_Speaker_Norm_-_Jennifer_Jenkins.mp3" rel="nofollow" target="_blank">http://traffic.libsyn.com/mastersoftesol/04_-_Questioning_the_Native_Speaker_Norm_-_Jennifer_Jenkins.mp3</a> English as a Lingua Franca – ELF – is English as a shared language (usually) between non-native speakers. As English becomes more and more globalised, we question whether the Native Speaker model should be the goal in the classroom. Prof. Jennifer Jenkins first broached this idea back in 2000 and was met with excitement and resistance. Native Speaker teachers may feel threatened. Non-native teachers may feel empowered. Maybe it’s time to reconsider correcting students with “Well, I understand what you mean, but we say it like this…” <a href="http://ihjournal.com/the-impact-of-jenkins%E2%80%99-lingua-franca-core-on-the-teaching-of-pronunciation-on-celta-and-delta-courses-by-eleanor-spicer" rel="nofollow" target="_blank">The ELF Core</a> If you like the show, SUBSCRIBE! Questions, comments, requests to… <a href="http://twitter.com/motcast" rel="nofollow" target="_blank">@MOTcast</a> <a href="http://www.masterofTESOL.com" rel="nofollow" target="_blank">www.masterofTESOL.com</a> Further reading: <a href="http://www.univie.ac.at/voice/" rel="nofollow" target="_blank">V.O.I.C.E </a> – Vienna Oxford International Corpus of English <a href="http://www.amazon.com/Understanding-English-Lingua-Franca-Linguistics/dp/0194375005/ref=sr_1_1?ie=UTF8&amp;qid=1423786566&amp;sr=8-1&amp;keywords=understanding+english+as+a+lingua+franca" rel="nofollow" target="_blank">“Understanding English as a Lingua Franca” on Amazon</a> <a href="http://www.amazon.com/Jennifer-Jenkins/e/B001JP215C/ref=dp_byline_cont_book_1" rel="nofollow" target="_blank">Jennifer Jenkins on Amazon</a> <a href="http://www.amazon.com/Exploring-ELF-Non-native-Cambridge-Linguistics/dp/0521177529/ref=sr_1_1?s=books&amp;ie=UTF8&amp;qid=1423786728&amp;sr=1-1&amp;keywords=exploring+elf" rel="nofollow" target="_blank">“Exploring ELF” on Amazon</a> <a href="http://kclpure.kcl.ac.uk/portal/en/persons/martin-dewey(4a8a17ea-0aee-4be1-90a1-3afdfffb57f7)/publications.html" rel="nofollow" target="_blank">Martin Dewey’s Research</a>

04 – Questioning the Native English Norm in English Teaching – Jennifer Jenkins

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