When my eldest son was 5, he participated in the North Brandywine Swim League (go Sharks!). This involved the rest of us sitting by the side of local pools for many hours waiting for the highlight of our summer evenings, the under-7 backstroke, or as I called it, synchronized drowning. Twenty yards of tense excitement (for the lifeguards).
Over on Twitter, our British and Canadian #tleap (teaching/learning English for academic purposes) colleagues have shortened synchronous online teaching to synchro, and it’s hard not to think of synchronized swimming. Or possibly drowning.
Synchronous instruction is a mode of online teaching in which students are present “live” at the same time in the same virtual space, usually with the teacher, which for us now means a Zoom class.
Continue reading “Synchronized swimming (or drowning)?”
The usual dumpster fire of news was quenched slightly this week by this announcement: CBS Will Replace This Year’s Tony Awards With a Grease Sing-Along.
(Fun fact: I stage managed St Catharine’s College’s one-day only May Week production of Grease in 1997 at the West Road Concert Hall in Cambridge, in which we used a motorbike as “Greased Lightening.” I had to bring a fire extinguisher on stage and try not to make it too conspicuous because fire regulations.)
Anyway, it struck me that the substitution of a Grease sing-along for the Tony Awards is an apt metaphor for online ESL teaching. You have questions? I thought so. In the remainder of this post, Grease Sing-Along will mean new online ESL classes, while the Tony Awards refers to traditional face-to-face ESL classes. Continue reading “Broadway metaphors for online teaching”
They said keep a journal … yeah, that’s not going to happen, but I am happy to share two documents I created as part of training the English Language Institute faculty to move to remote instruction as our campus rapidly shut down in the last few days due to the spread of the novel coronavirus. I presented these as part of hours of in-person and (later) online workshops and demonstrations spread over 3 slightly hectic days.
We decided to limit our technology to platforms licensed and supported by the University which we felt gave the biggest return on the investment of time without making excessive demands on faculty who are less comfortable with technology. So we’re primarily using Zoom for “live” teaching, and Canvas (our LMS) and GoogleApps for those feeling a bit more adventurous.
These Google Docs are licensed with Creative Commons so you can copy, adapt, and share them. Hope they’re useful to other programs living through these challenging times!
While I was working at the University of North Carolina, I made a series of online workshops for ESL students who didn’t have time to attend the face-to-face sessions we offered. (I call them the bobble-head videos, for reasons which will be obvious if you watch one!) Since then, the Writing Center has reorganized their website (looks slick, guys!), and many of the links I’ve posted on the blog previously don’t work. So, here are the direct links to all the videos:
Update 1/22/13: The video links are not working — either there’s a problem with the server, or UNC has canceled its account with Panopto. I’m working on a solution, but in the meantime, please use the PDFs, and you can just imagine my talking head …
- Paraphrasing and plagiarism 1: Using sources (video) (pdf)
- Paraphrasing and plagiarism 2: Preparing a paraphrase (video) (pdf)
- Paraphrasing and plagiarism 3: Writing a summary (video) (pdf)
- Ten principles for writing email (video) (pdf)
- Corpus tools part 1 (video) (pdf)
- Corpus tools part 2 (video) (pdf)
- Vocabulary development strategies (video)
- Academic Word List introduction (video) (pdf)
- Making the most of your learner’s dictionary (video) (pdf)
- Using a thesaurus (video) (pdf)
- Culture shock (video) (pfd)
Please feel free to use and share these with students and colleagues. Please note that the links mentioned in the workshops might not still be active.
AP is running a fun story today about Twitter in Japan, which taught me that the verb Tweet (which I’ve written about here) is translated as mumble in Japanese. Here’s the quote of the day:
“It’s telling that Twitter was translated as ‘mumbling’ in Japanese,” he [a Japanese media analyst] said. “They love the idea of talking to themselves.”
That’s not a trend I’ve ever noticed when teaching Japanese students — any truth in it? It is striking that mumbling is a private act, so even if twitter.jp users are not exactly talking to themselves, they are at least talking quietly and unobtrusively. Compare that to the English “tweet” and “twittering,” which suggests to me a rather louder, more irritating sound.
The report goes on:
Ending Japanese sentences with “nah-woo” — an adaptation of “now” in English — is hip, showing off the speaker’s versatility in pseudo-English Twitter-speak.
(Here‘s a detailed blog posting about this neologism.) It’s not surprising to me that technology has caused new words to come into Japanese, or any language, but I’m curious that the Japanese have calqued (to use the technical word) an English adverb, rather than a noun or verb. For example, German borrowed der Computer, and even French has l’Internet (attempts to translate the word literally using webs and nets never caught on). So, I would have expected the word Twitter (or even Tweet) to crop up — although wouldn’t those words both be very hard to fit into Japanese phonology? And doesn’t Japanese already have a word that expresses the English now? Does its (apparently) word-final restriction mean anything?
Japanese linguists, please help out!