Archive for February, 2010

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A Phonetic Alphabet

Monday, February 8th, 2010

AbC

When you need to spell out something – maybe you are calling a bank for example or perhaps you are a pilot, it is most likely you will use a standard phonetic alphabet. The original NATO alphabet was devised after the 2nd World War. The BBC celebrated this in a special programme, saying “The original intent was to have a system of linguistic purity which would avoid some of the catastrophic misunderstandings arising from communications during the Great War. Is it perhaps the only vestige of an internationally unifying dream which still has some use? “ It’s not something used to teach pronunciation.

The current standard alphabet in English is:

Alpha, Bravo, Charlie, Delta, Echo, Foxtrot, Golf, Hotel, India, Juliet, Kilo, Lima, Mike, November, Oscar, Papa, Quebec, Romeo, Sierra, Tango, Uniform, Whisky, X-ray, Yankee, Zulu.

A phonetic alphabet was first used in the 1st world war by radio operators and if you look at the version they used you can see how the changes reflect changes in society. For example B was for Butter in 1918, Beer in 1942, Baker in 1952 before becoming Bravo today.  In 1914-18 F was Freddy, I was Ink, K was King, L was London and P was Pudding – a real reflection of the times! There are similar alphabets in many other languages – they tend to all be first names or cities, for example in Spanish ABC is Antonio, Barcelona, Carmen while in French it is Anatole, Berthe, Celestin and in German it is Anton, Berta, Casar ! If you’d like to see the whole list you can find the alphabets of the world here.

There is also a silent alphabet where the letters in English are not sounded, put together by John Higgins. In 1968 an American linguist, answering the question “How do you pronounce TESOL?” (the acronym of the Association of Teachers of English to Speakers of Other Languages) answered: “T as in castle, E as in give, S as in island, O as in people, and L as in calm.” In fact you can, with some use of proper names and loan words, create a complete silent alphabet for English, as follows:

A as in BREAD
B as in DEBT
C as in INDICTMENT
D as in HANDKERCHIEF
E as in GIVE
F as in HALFPENNY
G as in GNAW
H as in HOUR
I as in FRIEND
J as in MARIJUANA
K as in KNOW
L as in CALM
M as the first M in MNEMONIC
N as in AUTUMN
O as in PEOPLE
P as in PSALM
Q as in COLQUHOUN (a Scottish surname)
R as in FORECASTLE
S as in ISLAND
T as in CASTLE
U as in GUARD
V as in MILNGAVIE (a Scottish place name)
W as in WRONG
X as in SIOUX
Y as in PEPYS
Z as in RENDEZVOUS

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Another language dies out

Saturday, February 6th, 2010

It was reported on 4th Feb that the last living speaker of an ancient language in India had died and with her death came the end of that language. The language was Bo – and was one of the oldest languages in the world, thought to be linked to languages used in Africa up to 70,000 years ago. The last speaker was a lady called Bo Sr who had been the only living person using the language since the death of her parents some 30 years earlier. But …..does it matter?

Languages come and go all the time and if that’s the end of another one why should it even be news. More and more people in the world now are speaking the main languages – the United Nations estimates half of the world’s  languages will disappear in less than a century, while half of the world’s people now use one of just eight languages: Chinese, English, Hindi, Spanish, Russian, Arabic, Portuguese and French. This means it is much less likely anyone would want to learn (or even be interested in) less commonly spoken languages, and it is perhaps inevitable that some of those languages will disappear. UIC has been teaching foreign languages alongside English for several years now and we have regular classes in Spanish, French, German, Italian, Chinese and Japanese. There is a wide variety of people coming to the classes – but the one thing they have in common is to improve their opportunities.

Languages have always come and gone – after all Latin isn’t spoken by anyone at the moment! But of course, Latin left a legacy through all the Romance languages and their cultures and it does seem to be a different situation when one language – or one culture – changes over time into another  to one being lost completely. It’s also not completely clear what a language is (compared to dialects for example) and there are many different answers to the question of how many there are with estimates of the number of living languages in the world at between 3500 and 10,000! The ethnologue survey puts the number at 6909!

The effect of half the living languages in the world disappearing could be dramatic – Lyle Campbell, a professor of linguistics at the University of Utah says. “Compared with the biology of species, that’s like nothing surviving but the top-ten predators; you can see that the magnitude of losing languages at the current rate will be a catastrophe for humanity.”

But there are many who disagree! isn’t it better for everyone to be speaking the same language – wouldn’t that be a better way to ensure a more harmonious world? Is it a disaster for humanity? This important question – “why should we care?” doesn’t have an easy answer. Perhaps it’s simply that the languages that are disappearing belong to small groups of not very powerful or influential people in the developing world! Perhaps what we do find increasingly though is more people learning a second language – albeit one of the major languages. At UIC we have seen a huge growth in demand for foreign language classes recently- so more people becoming able to operate in 2 or more languages? Is that the future?

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Why can’t I move up to Upper Intermediate? I’ve been in my Intermediate class for ages……

Friday, February 5th, 2010

Students come to see me every week, to ask why they are not able to move up a level, saying they have been in their current class for ages.  I tell them, that they are only able to move up when they are ready, and have improved significantly enough to progress to a more advanced level.

The student will then ask me why they are not improving, when they come to class every day and always do the homework set.  In many cases, attending class alone is simply not enough.

Courtesy of www.paperjet.net/ga_pilot_tips.phpWhen learning a language, it can be common for a student to reach a ‘plateau.’  ‘Plateauing’ is a point in which you reach your highest potential and then level off, no longer improving.  Imagine a graph which rises steadily and then flattens off. (See diagram courtesy of paperjet.net)

This trend is more common with higher levels. So what can you do to avoid this and make faster progress with your English?

The answer is simple.  You must be prepared to extend your learning to outside the classroom, as well as during class.

Learning a language in the country where it is spoken is the most effective way to make fast progress.  Take advantage of this.   Try to take in as much as you canof the English you hear around you .  Speak and write more.  Here are some tips which I think you will find useful. Try to do at least three of these  “activities” every day!  In no time, you will start to notice an improvement!  When you start dreaming in English, you’ll know you’re on the way to success!

  • Watch British TV – I especially recommend watching soap operas and the news! If you like soap operas, ask your host family to recommend a good one and to tell you the story!
  • Listen to the radio – BBC Radio 4 or Radio 5 Live are talk radio stations with lots of discussions
  • Keep a diary in English – try to write a few lines every day
  • Read an English book – your Teacher  can recommend a book at your level
  • Write your postcards in English!
  • Send emails to your friends and family in English.
  • Surf the net and visit lots of English websites
  • Talk to your host family and offer to help them at home – you’ll learn lots of new words and your host family will appreciate your help
  • Talk to other students in English
  • Go shopping – ask where things are; ask if they have things in your size, etc.
  • Read magazines and newspapers in which you’re interested!
  • Use your imagination and think in English – when you’re on the bus or walking to college, look around you and try and describe the things or people you can see. Use your imagination to make up stories about them – this will help you think in English!
  • Use an English-English dictionary
  • Revise the words your learnt in class when you go home
  • Try to learn 10 new words or phrases ever day.  Try and use these words as often as possible!
  • Watch films in English
  • Come to UIC for parties and exciting excursions – you’ll have fun and make new friends!

(Wendy Maitland, Director of Studies, UIC)

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Teaching languages to young children

Thursday, February 4th, 2010

The British government policy on foreign language teaching is for it not to be compulsory beyond the age of 14. Many secondary schools do insist the majority of students carry on with language studies and recognise the ever increasing importance of ability to communicate in more than English. One of the trade- offs the government introduced was the introduction of language teaching at primary schools where all children in years 3-6 (7-11 years old)

AT UIC we decided to push this a bit further and took on a project of teaching Spanish at a nursery school – to children aged 3 and 4! We wanted to see what they could take onboard in 5 sessions of 20 minutes – once a week, so a total of 1 hour 40 minutes. “Let me tell you it was the most exacting teaching experience I have ever experienced.” The class was taught at Busy Bee’s nursery in st Albans. Javier says “Kids were exited to know that they were learning a different language and the way they assimilated was amazing, we start edwith a topic for example ‘greetings’ where the kids through signs and words learnt to say ‘Hola como estas’, ‘como te llamas’ and so on. Once the instructions on the sighted language was done along with words they stared to repeat and pronounce it with a good accent and fluency – the words came very easily to them.  After 5 minutes repeating the same I introduce a song with the same words which was hilarious and after the second lesson they had mastered the song. Not only did we sing but we did art (it is important for them to relate the listening with the visual) we played with animals that have similar sounds to some of the words, like a frog saying hola!!!

I had a fantastic time and at the end we had a small graduation with certificates.”

During this course the nursery had an OFSTED inspection and the inspectors watched one of the classes. This is a quote from the Inspectors report

“The quality and standards of the early years provision …. They are animated as they take part in Spanish lessons with the visiting teacher confidently using the language they have learnt and enjoying using an interactive Smart board. They increase their confidence in speaking in groups as they listen to each other and sing with enthusiasm together.”

We are developing a full range of classes to be taught at this age and will begin to roll it out during 2010. If you would like more information please contact us – Javier Zamudio, Head of Foreign languages at UIC

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Groundhog Day

Tuesday, February 2nd, 2010

Today – 2nd February  - is Groundhog Day a traditional US festival!  According to folklore, It is the day that the Groundhog (a small animal) comes out of his hole after a long winter sleep to look for his shadow. If he sees it, he regards it as a sign of six more weeks of bad weather and returns to his hole.  If the day is cloudy and, hence, shadowless, he takes it as a sign of spring and stays above ground.  You can find more detail on the ‘official’ website! 

It’s a good thing we don’t have such a tradition in the UK – we’ve had quite enough of the winter (it’s been the coldest January for 23 years) and we are happy now to be seeing some signs of spring!

Groundhog day is probably better known becasue of the 1993 film in which Bill Murray is forced to live the same day over and over until he can give up his selfishness.

In the UK there are similar traditions concerning the weather – perhaps the most well-known is St Swithuns Day (July 15th) where it is claimed that if it rains on that day it will rain for the next 40 days! That’s right in the middle of the UIC summer camp so we will have our fingers crossed that day!

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English UK meeting for professional development in ELT

Monday, February 1st, 2010

CPD Meeting 02 02 10

On Tuesday 2nd of February, a number of people representing a large variety of areas of ELT will meet to discuss ways to improve Continual Professional Development (CPD) in ELT.  CPD has been a very hot topic in ELT for the last two years with a strong recognition in the industry that too many teachers stop at Certificate level without moving on to Diploma level and without having recognised, formal training.  The result of this is that lots of teachers feel that although they gain useful experience in their schools they have no real idea if they are improving.

Due to the recent interest in the subject, Trinity and Cambridge have looked at ways to create a teacher portfolio and the British Council and English UK are looking at how accreditation schemes would change.  This is the interest from the formal accreditation bodies.  On a grass roots level, Londosa and other Director of Studies Associations have looked consulted on what Directors of Studies and teachers would require from such schemes.

As Chair of Londosa and a member of an English UK special interest group in CPD, Dan Humm Soriano (the Principal of UIC) has a strong interest in CPD and is looking at ways to take these new ideas to continue to improve the standards of English Language Teaching at UIC.

See this blog for updates on how the meeting goes!