A comment on Steve's blog says:
The essence of learning is making mistakes, that's HOW you learn to do it right!
I have to say, I don't agree with this. We learn to do it right by doing it right, not by doing it wrong. When you do something wrong, it means you haven't learned how to do it right yet.
Is it impossible for someone to do something right without doing it wrong first? No, I don't
no English, none of the time, never!
Have you heard of "No English, None of the Time, Never!" before? Maybe we can shorten it to NENTN! I think I don't even have to explain what this means. 99% of readers probably understand what it's all about. For that one percent who are totally clueless, here's an explanation:
You're trying to learn a foreign language, right? Presumably, it's not English. All of my readers have already learned
You're trying to learn a foreign language, right? Presumably, it's not English. All of my readers have already learned
reading like a native
I know many people have the notion that you'll never be as good as a native speaker in a foreign language. A few of us have the audacity to aspire to native-equivalent performance in our second languages and even fewer strive for native-sounding pronunciation. Even if we are delusional, I think for those that really want to be extremely good in another language, there is no reason that we can't
example sentences
One feature of modern dictionaries is the "example sentence." If you go to dictionary.com, you can find example sentences with the definition of a word. For example, here's an example sentence from the entry for "hamburger."
That's a sad fact for hamburger lovers, but it's true.
Unfortunately, all of the example sentences for hamburger, and most other entries, are useless. My guess is, though,
That's a sad fact for hamburger lovers, but it's true.
Unfortunately, all of the example sentences for hamburger, and most other entries, are useless. My guess is, though,
what is fluency?
I'd like to take another look at what fluency is and is not. Fluency is easy to define, easy to confuse, but difficult to achieve.
Fluency is, essentially, the ability to speak like a native speaker. But that does not mean exactly the same as a native speaker. Speaking exactly the same as a native speaker is language mastery. So, a fluent speaker need not be perfect, nor have as large of a
Fluency is, essentially, the ability to speak like a native speaker. But that does not mean exactly the same as a native speaker. Speaking exactly the same as a native speaker is language mastery. So, a fluent speaker need not be perfect, nor have as large of a
this is fluency in Japanese
I found a new hero for Japanese language learners. Watch this video! This guy is fluent in Japanese. His speed of speaking matches the speed of native Japanese. It is really impressive. In this, his first video on YouTube, he is speaking without a script. He pauses to think about what he wants to say, not how to say it, nor does he pause to recall any words. The second video he posted is much
does time-boxing work for language learners?
Do you use time-boxing for language learning? Does it work for you? I wonder how many language learners are time-boxing.
Time-boxing means to set certain lengths of time for working on tasks. You might have 30 minutes for your French and 20 minutes to work on another language and so on. You manage your time so you are able to work on all of the things you want to do instead of getting carried
Time-boxing means to set certain lengths of time for working on tasks. You might have 30 minutes for your French and 20 minutes to work on another language and so on. You manage your time so you are able to work on all of the things you want to do instead of getting carried
Foreign language education needs revamping
By Sarah Hann - Indiana Daily Student
The full text of this article available online at:
http://www.idsnews.com/news/story.aspx?id=76312
There’s been an increasing emphasis in the past couple of decades on American children learning another language.
My mother had a foreign language requirement in both high school and college, but my father didn’t have one — foreign languages were still considered an elective for him and his classmates.
I’ve had to take one since the first grade. I was never very good at it — actually, I’ve hated every Spanish class I’ve ever taken, all 12 years’ worth. And in that 12 years, I got — well, “nothing” seems too extreme, but I’m far from fluent.
And when I got to college, I continued with Spanish because I’d tested out of part of the requirement.
But I never got an “A” in a language class, finished as quickly as possible and practically threw myself a party when I was finished, so relieved was I that it was over.
Basically, I treated it the same way I treated math classes.
I’m convinced that I’m never going to need high-level math — it’s important to be able to do long division, but I probably won’t ever need to prove the third angle of a triangle.Others might need it, but this journalism and history major will be avoiding math-related jobs.
Foreign languages, however, apply to all majors.
In an age of increasing globalization, the more languages you speak, the better. So foreign language requirements in school, as much as I didn’t like them, can really only help.
In theory.
In practice, 12 years of Spanish means I could help a Spanish-speaking customer pick out and pay for an outfit when I worked in retail, but I’d be lost after about five minutes in Madrid. I just don’t know enough Spanish.
I’ve found that’s the case for a lot of people: They learn enough to survive a class, but that’s it. They can’t apply the material to real life.
So while language requirements are a good thing, there needs to be an increased emphasis on students really learning the language, not just a few vocabulary words and (if they’re lucky) the difference between the preterite and imperfect tenses.
Steps are being taken toward our becoming a more bilingual country.
You can E-mail the article author at: hanns@indiana.edu
Practical techniques for Early Childhood Development and Stimulation
Methods of Early Childhood Development Stimulation
There are several practical techniques for early childhood stimulation that help to promote intellectual development, physical and mental skills in pre-school children. Almost all methods of sensory or intellectual stimulation employ some type of stimulation based on one or more of the five senses. One of the most effective methods involves stimulation of the visual senses in a variety of ways. Audio or hearing stimulation is also a strong method used during early childhood that can achieve significant results in pre-school aged children.
Early Childhood Development: The Five Senses
Among the theories predominant in intellectual development and learning, the theory of multiple intelligences is one of the most frequently and extensively applied. Parents who want to accelerate or promote mental and sensory development ion their children can always rely on the use of games and playing. For example, using the sense of touch to give the child experience with a variety of textures, or changes in temperature are simple, safe ways to stimulate a child’s sensory experiences. Taste is stimulated by experiencing a range of different flavors. Colors and flashing lights on toys or other play objects are likewise ways of effecting substantial stimulation in early childhood skills and sensory development. Physical stimulation using motion and moving objects including rolling, bouncing, flopping or tumbling toys and objects can also be highly effective.
Early Childhood Development: Audio Stimulation Techniques
Parents and caregivers of young learners can use stimulants such as noise makers to activate audio senses. Nature sounds or environmental sounds recordings played to children are gentle but effective audio input that greatly help with early childhood stimulation. Another frequently used method for neural stimulation includes playing classical music selections in the background while the child is doing other things including during their “nap time”. Beethoven, Brahms and Mozart especially, are classical music composers often used for this purpose. While the music is relaxing, it’s also able to activate multiple areas of a child’s brain. Surprisingly, smooth jazz (vocals) has been found to be an excellent auditory stimulant for young learners in a broad range of situations. New age (Kitaro) music can likewise be an effective stimulant as an aid to early childhood development. In addition, many children love noise makers from banging on empty pots and pans or shaking rattles, tooting whistles and horns to extracting sound from musical instruments of all kinds. It may be nerve-wracking to parents and siblings, but is essential to the child’s development.
Pre-Natal Stimulation in Early Childhood Development
Not only pre-school aged children can benefit from sensory stimulation but forms of pre-natal stimulation can also be effective. Ways to introduce this can include:
• Playing soft, low-volume music through headphones placed 180 degrees apart against the mother’s skin
• Talking or reading to the unborn child
• Gentle massages
Before engaging in any of these or other techniques, parents or care-givers should consult with their obstetrician or pediatrician.
Benefits of Early Childhood Development through Sensory Stimulation
Any of the aforementioned areas can be successfully used as an effective means of early childhood stimulation to promote intellectual and sensory development in pre-school age children. Proving this stimulation allows the brain to develop more extensively and at a faster rate than non-stimulated children. This early childhood stimulation will give the child a developmental advantage over other children of the same age or level in more than 85% of cases. Such early-developed children ultimately do better in school, integrate better with peers, siblings and parents, they also tend to be happier and better adjusted overall according to numerous clinical studies . Teachers at the pre-school and primary school levels also note a higher level of social and educational integration among children who have had some type of early development stimulation.
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
Learning English as a Foreign Language with Laughter
Laughter, the Best English Language Learning Tool
see full text online at: http://www.guardian.co.uk/education/2007/dec/05/tefl2
When asked, most experienced language teachers will readily admit that they encourage humour and laughter in their classrooms and plan it into their lessons. So what is the role of unplanned and spontaneous humour – moments when the whole class momentarily erupts in laughter before returning to the task at hand?
In the early days of each course, when they meet their class for the first time, language teachers convey many hidden messages through their body language, their overall demeanour and the manner in which they address their students. One clear message (usually implicit) relates to the kind of atmosphere they wish to foster in their classroom.
In order to develop a spirit of informality within their classes such teachers attempt to reduce the social distance between themselves and their students by behaving in friendly and approachable ways. They smilingly encourage students to speak and applaud their efforts, being supportive when errors are made.
They may sometimes demonstrate in a humorous way that they themselves find unfamiliar sounds difficult to pronounce. If they make an error on the board (as most teachers do from time to time) they may make a quick quip to show that they are not embarrassed – and to demonstrate that mistakes are a natural part of the learning process.
When it is appropriate to pull individuals into line, teachers tend to do so firmly but with a light touch, returning to the business of the lesson as quickly as possible. (By disciplining students with humour, teachers reduce the risk of alienating potentially tricky individuals.)
Language learners quickly absorb the message that their teacher welcomes spontaneous laughter within the classroom (provided it is of the supportive 'laughing with' and not of the destructive 'laughing at' kind). Sensing that their teacher has given them permission to laugh, many classes start to relax and to behave in readily responsive ways.
Full text of this article available online at:
http://www.guardian.co.uk/education/2007/dec/05/tefl2
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
Practical techniques for Early Childhood Development and Stimulation
Methods of Early Childhood Development Stimulation
There are several practical techniques for early childhood stimulation that help to promote intellectual development, physical and mental skills in pre-school children. Almost all methods of sensory or intellectual stimulation employ some type of stimulation based on one or more of the five senses. One of the most effective methods involves stimulation of the visual senses in a variety of ways. Audio or hearing stimulation is also a strong method used during early childhood that can achieve significant results in pre-school aged children.
Early Childhood Development: The Five Senses
Among the theories predominant in intellectual development and learning, the theory of multiple intelligences is one of the most frequently and extensively applied. Parents who want to accelerate or promote mental and sensory development ion their children can always rely on the use of games and playing. For example, using the sense of touch to give the child experience with a variety of textures, or changes in temperature are simple, safe ways to stimulate a child’s sensory experiences. Taste is stimulated by experiencing a range of different flavors. Colors and flashing lights on toys or other play objects are likewise ways of effecting substantial stimulation in early childhood skills and sensory development. Physical stimulation using motion and moving objects including rolling, bouncing, flopping or tumbling toys and objects can also be highly effective.
Early Childhood Development: Audio Stimulation Techniques
Parents and caregivers of young learners can use stimulants such as noise makers to activate audio senses. Nature sounds or environmental sounds recordings played to children are gentle but effective audio input that greatly help with early childhood stimulation. Another frequently used method for neural stimulation includes playing classical music selections in the background while the child is doing other things including during their “nap time”. Beethoven, Brahms and Mozart especially, are classical music composers often used for this purpose. While the music is relaxing, it’s also able to activate multiple areas of a child’s brain. Surprisingly, smooth jazz (vocals) has been found to be an excellent auditory stimulant for young learners in a broad range of situations. New age (Kitaro) music can likewise be an effective stimulant as an aid to early childhood development. In addition, many children love noise makers from banging on empty pots and pans or shaking rattles, tooting whistles and horns to extracting sound from musical instruments of all kinds. It may be nerve-wracking to parents and siblings, but is essential to the child’s development.
Pre-Natal Stimulation in Early Childhood Development
Not only pre-school aged children can benefit from sensory stimulation but forms of pre-natal stimulation can also be effective. Ways to introduce this can include:
• Playing soft, low-volume music through headphones placed 180 degrees apart against the mother’s skin
• Talking or reading to the unborn child
• Gentle massages
Important Note: Before engaging in any of these or other techniques, parents or care-givers should consult with their obstetrician or pediatrician.
Benefits of Early Childhood Development through Sensory Stimulation
Any of the aforementioned areas can be successfully used as an effective means of early childhood stimulation to promote intellectual and sensory development in pre-school age children. Proving this stimulation allows the brain to develop more extensively and at a faster rate than non-stimulated children. This early childhood stimulation will give the child a developmental advantage over other children of the same age or level in more than 85% of cases. Such early-developed children ultimately do better in school, integrate better with peers, siblings and parents, they also tend to be happier and better adjusted overall according to numerous clinical studies . Teachers at the pre-school and primary school levels also note a higher level of social and educational integration among children who have had some type of early development stimulation.
Language Study Mandatory In Years 6, 7 And 8 in Queensland, Australia
Language Study Mandatory In Years 6, 7 And 8
http://www.mysunshinecoast.com.au/articles/article-display/language-study-mandatory-in-years-6-7-and-8,17333
Education and Training Minister Geoff Wilson has reaffirmed the Queensland Government's commitment to the study of languages in years 6, 7 and 8.
Mr Wilson said 90 per cent of Queensland state schools would teach languages in years 6, 7 and 8 by the start of the 2011 school year, with the remainder of schools coming on board in 2012.
"A 21st century education needs to equip young people to participate and engage across an increasingly globalised world," Mr Wilson said.
"The Queensland Government believes that through learning languages our students gain intellectual, social and cultural benefits.
"Learning a language provides them with analytical and communication skills that will enhance their learning in other areas."
Mr Wilson said the languages taught in schools would be determined by the school principal in collaboration with the school community, and in response to student needs.
"Many of our schools currently offer languages in some form or another," he said.
"What we are doing now is ensuring there is consistency of learning across schools and in the key middle years of learning.
"Establishing the study of language in upper primary school provides a strong early foundation in language learning from which students can move forward into secondary school and continue their study in a setting that allows for deeper specialisation.
"Mandatory language study in years 6, 7 and 8 provides a good basis for those who will seek to continue to study languages until the end of high school and beyond."
Mr Wilson said the restoration of languages in the middle years would recognise that Indigenous languages and Auslan (sign-language) were also options for schools for language study.
"Asian languages are also an important option for our schools as a greater cultural understanding and the ability to engage with our regional neighbours in their own language will provide extensive future for individual students and Queensland," he said.
"As the Australian languages curriculum is developed over the next few years, schools will begin using the national curriculum where it is available in the language that is offered in their school.
"The introduction of this national curriculum will provide young people across Australia with an opportunity to learn languages through a consistent and world-class curriculum."
More information about Languages in Queensland state schools can be found at: http://education.qld.gov.au/curriculum/area/lote/index.html
Minister for Education and Training
The Honourable Geoff Wilson
29/05/2010
How to Talk on the Telephone in English
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
Accented teachers may be better for English language learners
The Washington Post
http://voices.washingtonpost.com/answer-sheet/learning/accented-teachers-may-be-bette.html
A new study on how well students learn second languages from teachers with accents suggests that Arizona may be making a mistake by trying to remove heavily accented Hispanic teachers from classrooms filled with Hispanics trying to learn English.
School districts in Arizona are under orders from the state Department of Education to remove teachers who speak English with a very heavy accent (and/or whose speech is ungrammatical) from classrooms with students who are learning to speak English. Officials say they want students who don’t know much English to have teachers who can best model how to speak the language.
I wrote the other day about the difficulties in determining just how deep an accent has to be to be considered a problem, but here’s another side of the issue.
According to a new research study conducted in Israel, students learn a second language better from a teacher who speaks in the same accent as they do.
The study, published in the Journal of Psycholinguistic Research, said that students learning from a teacher with the same accent have an easier time understanding the material. They don’t have to spend time trying to understand the English in a different accent.
According to one of the report’s co-authors, Psychology Professor Zohar Eviatar, the concentration a student would have to summon to understand English in a different accent is considerably greater than if the student were a native English speaker.
In Arizona, that would mean that Hispanic kids studying English would learn better from teachers with Spanish accents.
The research, conducted at the University of Haifa, has implications not just for second language acquisition, but for how well students learn new subjects, Eviatar said.
The study was performed by researchers from different backgrounds. Dr. Raphiq Ibrahim is an Israeli Arab with an Arabic accent; Dr. Mark Leikin hails from the former Soviet Union and speaks with a Russian accent; Eviatar is a fluently bilingual Hebrew-English speaker. The team was both personally and professionally curious to know more about the accent effect.
Full text of this article available online at:
http://voices.washingtonpost.com/answer-sheet/learning/accented-teachers-may-be-bette.html
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
Pimsleur Rated Best Language Course to Learn a New Language Fast
Pimsleur Rated Best Language Course to Learn a New Language Fast
http://www.prweb.com/releases/pimsleur-language-course/learn-a-new-language-fast/prweb3950984.htm
Language students consistently rate the Pimsleur language courses higher than most other programs on the market by recent blog and independent studies. The ability to learn a new language fast is greatly increased when Pimsleur is included with your foreign language study. A free downloadable lesson is also available for review.
Is it possible to converse in a new language in as little as 30 days? According to most Pimsleur language course users, it is. Various independent polls and blogs rates the Pimsleur language method one of the best language course programs on the market. Pimsleur-Language recommends that those looking to learn a new language fast should consider the Pimsleur Method of language training, a language course technique that can give users the ability to colmunicate with native speakers of a language in as little as 30 days, or 15 hours of language lessons.
Pimsleur Language Courses - Learn a New Language Fast
Pimsleur programs provide plenty of positive reinforcement that will keep learners on track, and we found that Pimsleur gave us more proficiency and confidence in speaking the new language than any of the other language programs we reviewed."AudioFile Mag
Developed by linguistic expert Dr. Paul Pimsleur, the Pimsleur Method is an audio based language course that helps students learn a new language using the same method we all learn our first language--by listening.
Because a traditional language course relies on repetition and written work, many people who want to learn a new language fast often consider the Pimsleur method preferable to other methods.
Pimsleur courses do not require any written work. Instead, it is based on four principles that work together to help achieve faster language comprehension and memorization. A Pimsleur language course helps a student to build a Core Vocabulary using audio-based Organic Learning in order to pick up on the correct grammar and accent.
In addition, language students who use Pimsleur courses will maximize their memorization using a method known as Graduated Interval Recall, which tests students on words and phrases they have previously mastered at varying intervals. Finally, Pimsleur's Principle of Anticipation challenges students to rely on their memories of previously mastered material in order to progress in more advanced language lessons.
It's never too late to learn a new language. Language Students who begin a language course today will be in a better position to travel the world or to meet work requirements. Also don’t forget to participate at this year's American Council on the Teaching of Foreign Language Expo Event (ACTFL) in Boston, MA November 19-21 where the Pimsleur language course has been featured many times.
Smartsource products offers Pimsleur language courses for more than 40 languages and offers buyers the chance to get a free downloadable Pimsleur lesson in order to hear how simple it is to learn a new language fast using this method. Some language course offerings are Arabic, French, Spanish, Mandarin, German, Italian, Portuguese, English, Russian, Japanese, Polish, Hebrew, along with some new offerings such as Urdu, Tagalog, Romanian, and some Native American Languages such as Ojibwe, plus many more.
About Smartsource Products:
Smartsource Products (www.Pimsleur-Language.com) was started to provide people with the ability to learn a new language for fun, for business, or for personal reasons. Because people are traveling far more often than they used to, there is no time to learn a language in the classroom or with a tutor. Smartsource Products offers language course programs that are based on the way the human mind works and the way we all learned our first language, which is by hearing.
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
Art From the Start
Grade-A ideas
From virtual-reality science instruction to meditation for teachers, these approaches aim to reinvigorate education for all ages.
Full text of this article available at:
http://www.boston.com/bostonglobe/magazine/articles/2010/05/02/grade_a_ideas/
The current rage in education is STEM, or science, technology, engineering, and mathematics. But creative types are working valiantly to turn STEM into STEAM – with the A standing for the arts. At the Boston Arts Academy, for instance, the arts are infused in every subject. While creative pursuits are often the first to go when budgets are cut, this high school continues to innovate as it engages students through the arts. The ninth grade just wrapped up a unit on African civilization with a multimedia celebration called “Africa Lives.” The students got their hands dirty. And they mastered the material.
“High school shouldn’t be a preparation for life,” says co-headmaster Linda Nathan. “It should be life.”
Nathan is not alone in her belief that the arts foster deep learning. Young Audiences of Massachusetts, a nonprofit that brings artists into schools, is inaugurating an arts integration program at the Salemwood Elementary School in Malden this fall. Visiting artists will help teachers incorporate the arts into the literacy and social studies curriculums. If the pilot program takes off, Young Audiences hopes to make it a model for other Extended Learning Time schools like Salemwood. Explains executive director Diane Michalowski Freedland: “We need to think big.”
Way Beyond Latin Steven Berbeco is a self-described “language nerd” who studied Arabic long before it became fashionable, and he was a pioneer when he began teaching the language at Charlestown High School a few years ago. Today, more and more public and private schools here and nationwide are offering Arabic, and classes at schools in Cambridge, Norwell, and other communities fill up as soon as they are offered.
While the teaching of French and German has decreased in high schools across the country, Arabic is on the rise. The federal government supports Arabic instruction through several grant programs. “They see it as a real necessity for security and diplomacy issues,” says Nancy Rhodes of the Washington-based Center for Applied Linguistics.
But some students also see it as a chance to stand out on college applications. “They want to be special,” says Berbeco. His students get to test their language chops, but they also gain a deeper understanding of other cultures. And being a high school Arabic student has its perks. Just last month, the Palestinian hip-hop band Da Arabian MCs played a concert at Charlestown High.
Making College Stick Today’s mantra about education is that students must be college- or career-ready when they graduate from high school. But nationally, 89 percent of first-generation college students drop out before receiving a diploma. That statistic horrified Dennis Littky, so last fall he and a colleague started College Unbound, a collaboration with Roger Williams University in Providence funded by the Lumina Foundation. Students spend 20 hours a week in an internship and study a curriculum that relates to their work. They live together while sharing chores and ideas.
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
Schools failing the disability test
REGULARS to Dominic Dimattina's cafe in Malvern East would never guess that its gregarious owner has grappled with comprehension and memory problems throughout his life.
For years this young man has masked his confusion with a broad smile, countering any irritation that might arise at his lack of understanding with a strong work ethic and a friendly demeanour.
Mr Dimattina's parents knew he had a learning difficulty of some kind from an early age. His mother, who had three older children, realised there was something wrong when he did not start speaking until age five. "If I was the eldest, I don't think she would have known there was a problem," he says.
His mother realised that her son had to be taught to express himself and often did not understand what he was told. But, as is often the case, this was not picked up by his teachers in early primary school.
Mr Dimattina's sociable nature helped him to get by for years, but by secondary school it was clear that he was struggling to comprehend the work and what was expected in class. He dropped out of school in year 10, aiming to become a builder's apprentice.
This was not to be. He worked for two builders but became depressed after finding himself unable to cope. "It wasn't the employers' fault," he says. "It was my fault because I couldn't handle the instructions and everything happening at once."
Mr Dimattina has found he can manage running his cafe because he can work in a logical way and the tasks are repetitive. He urges young people who feel defeated by their learning disability not to give up, but instead to find good role models. "It's OK to be you, and there is a future for you out there," he says.
Mandy Brent, the president of SPELD, a not-for-profit organisation providing support for dyslexia and other learning difficulties, attributes Mr Dimattina's success in building his own business to his tenacity and strong support and encouragement from his family. "That was a wonderful outcome," she says.
Many adolescents do not fare so well, dropping out of high school because their dyslexia or learning difficulty has not been identified. Even if it is recognised, the school is often unable to meet the students' needs for a more individualised program and for mentoring. Such students find language learning difficult, whether it is understanding and using spoken language or learning to read, write and spell.
"Language-learning difficulties occur despite the fact that the students are capable in many other areas of learning and life," says Ms Brent, a speech pathologist. "It is largely a result of the way the brain organises, sequences and stores language, and its sounds, word and sentence meanings. Some students cannot remember and understand instructions as well as others. Some students do not know the meaning of as many words as others and struggle to put their ideas on paper."
The full text of this article is available online at:
http://www.theage.com.au/national/education/schools-failing-the-disability-test-20100430-tyur.html?rand=1272609678713
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
Babbel Grows from Website to Comprehensive Language Learning System
Enjoy Learning Languages at Babbel.com
PR Log (Press Release) – Apr 13, 2010
Today the interactive language learning system Babbel (www.babbel.com) presents three new key features that make learning foreign languages easier than ever. Babbel apps for iPhone, created in collaboration with German software company Aspirement, offer convenient learning for on-the-go. Meanwhile, a special desktop program for PC and Mac now individualizes the learner’s routine. Finally, a newly designed interface for Personal Vocabulary allows words to be printed out for study offline. Tailored to fit individual routines, and taking full advantage of current internet technology, Babbel opens up new dimensions for the study of foreign languages.
High Learning Efficiency: Babbel Mobile for iPhone, iPod Touch and iPad
Anyone can take a few moments on the way to work, in a café or during the commercial break to quickly practice some vocabulary: The Babbel Mobile apps in seven languages for iPhone, iPod Touch and iPad makes this possible. When traveling, the program is also a great bring-along tutor and can provide the most useful vocabulary and phrases with just one click. Downloading the iPhone apps in any of Babbel’s seven languages – Spanish, French, English, German, Italian, Portuguese and Swedish – is free. Subscribers to the online portal have access to the entire Vocabulary on- and offline. There is also a trial version those who have not yet purchased Babbel.
Every user’s Personal Vocabulary synchronizes automatically. For those interested in the app independently of the online portal, there is the possibility to purchase it for €5.99. This gives the chance to study up to 3000 words and phrases for any one language, as well as access to all features online and off. “With the new iPhone apps, the user can take advantage of short breaks to brush up on vocabulary words and stay present with the language – even with a tight schedule.” says Markus Witte, managing director of Babbel.
Here is a direct link to the App Store download for all Babbel languages: http://www.babbel.com/go/babbel-mobile
Individualized Language Training: “Babbel Refresh” in Beta
Most people do have the time to study foreign language vocabulary, but it’s often easy for them to get distracted or lose momentum. Babbel has developed the new Babbel Refresh to motivate learners. The program reminds the user regularly to review, and allows the personal Vocabulary Trainer to be opened with just one click. Babbel’s Refresher Tool analyzes the learner’s current progress, and calculates what should optimally be reviewed next. The user sets the flexibility of the reminders according to their particular routine.
Babbel subscribers can download Babbel Refresh and install it locally on their computer. Based on the Adobe Air runtime environment, the feature works with both Windows and Mac operating systems.“Babbel is more than just a website,” Witte says. “With this type of independent learning management, Babbel is one of the most up-to-date and comprehensive language learning systems around. The combination of technology, high quality content and innovative teaching methods make Babbel very unique.” Here is a link going directly to the Babbel Refresh download page (requires Adobe Air): http://www.babbel.com/go/babbel-refresh
Newly adapted learning material makes language learning even easier
Content-wise, Babbel has expanded its language learning system to offer more courses and new formats. Starting now, Babbel users can manage their Personal Vocabulary and Refresher Tool with individualized settings. In addition, due to popular demand, the learning system now offers the opportunity to print out Personal Vocabulary.
After the recent addition of Swedish and Brazilian Portuguese, the market entry into Sweden, Brazil and Portugal has just taken effect. Now Babbel offers a total of 42 possible language combinations for more than 700,000 learners from more than 200 countries.
For further information and images go to: http://www.babbel.com/home/about/press
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
Teach English to Children
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
9 Fundamental Aspects of Education
Fundamental Aspects of Education
Untold volumes have been spoken and written on the true value and purpose of education. What aspects however, can we as educators really offer to those whose mental, psychological and physical development have been charged to us? In my personal opinion, here are nine fundamental aspects of a basic education and the contribution that we as educators can potentially make in each.
1. Self – confidence
Development of self – confidence in one’s self and one’s abilities is fundamental to human nature. Our value to ourselves and to others stems from our own self-esteem. A fundamental role of the educator is to recognize and develop the strengths and weaknesses of learners under our charge. We help our learners to know themselves.
2. Anxiety management
Stress and anxiety form an ever-growing portion of our lives no matter what stage or level we may occupy at any given moment. Learning to manage our hopes, fears, concerns and other anxieties is fundamental to our mental and physical health. Risk and opportunity management allow us to gage and act on those aspects which most affect our lives.
3. Autonomy
Our ability to effectively function on our own initiatives allows us to take responsibility, control and authority for our actions. It also gives us power to direct our own destiny. Right or wrong, good or bad, autonomy grants us final control over the forces and effects that shape our lives. As educators, we must aid pour learners to find the means to develop autonomy in their education and their personal lives.
4. Acceptance of Rules and Regulations
In any orderly society, its function and success ultimately lies in the regulations and rules it imposes. It also relies heavily on members of society accepting and abiding by those rules and regulations. Without this structure, anarchy and chaos soon result. As educators, we should strive to instill those values in our learners that promote respect for and acceptance of societies rules, regulations, restrictions, prohibitions and limits. Hopefully, as we ourselves do. We all make errors. The wise correct and learn from them as well.
5. Consideration of Others
In the process of growth, development and learning, we must respect and uphold the rights of others. This may be challenging to the extreme at times, but is fundamental to education in a free and open society. Tolerance of those around us, especially those who may be different from us in some way, is the essence of an cultured society no matter where on the planet that culture might be.
6. Working Towards Common Good
The quality of life in a society largely depends on the willingness of its people to contribute individually towards the benefit of the greater number. Self-centered pleasure-seeking might sound good at first glance, but its overall effect soon negates much of its promised benefits. As the members of a society unite in working towards a common good or a common goal, that society will prosper or falter for lack of such cooperative efforts. True educators can instill the value and benefit of cooperative effort into their learners in a variety of ways, means, activities and tasks.
7. Work as Opportunity
What is the purpose of life? All our efforts continually drive us toward a perceived goal, a holy grail, the pot of gold at the end of the rainbow, fame, fortune or immortality, among other life quests. To view one’s efforts as affecting the path, direction and eventual outcome of our life is a purpose which begins its installation into our hearts and minds at a very early age. Just note the number of successful people who reach a high pinnacle of some type at a relatively early age. Educators can be essential in promoting those aspects into the lives of their learners.
8. True Love and Friendship
To give unselfishly of one’s self, one’s time, energy and resources is a fundamental of true love and a genuine basis of friendship. Educators should strive to instill in their learners that “it is better to give than to receive”. True value often comes not from what we might receive, but rather from what we willingly give to others.
9. Reflection
Reflection on what we are, what we do and the results of our individual and collective efforts in life can result in rich insights into our values and path in our existence. Why? Is the basis of all manner of scientific and insightful discovery. How, why, who, what and where, continually fuel our thoughts, minds, imagination and influence our actions. We may lose some of our childhood curiosity and wonder as we age – or not, but it and our reflections on the events of our everyday lives can offer us much towards our personal development and that of our learners as well.
Which Aspects of Education Do You Consider Fundamental?
No matter whether you agree, disagree or are unconvinced in some way, each of us has educational values which we personally hold as fundamental. Take some time for reflection on just what exactly you think those essential aspects of education truly are. Then act on them.
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.
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