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Are you picking up what I’m putting down?

6/16/2017

2 Comments

 
Hi All,
​
In this quick post I would like to take a few moments to remind everyone that there are important differences between what goes in (i.e. input), what is understood (i.e. intake), and what is learned (i.e. uptake) while studying a second language.

To begin with, it is important to remember that just because learners are exposed to the target language this does not mean that this language (i.e., input) is going to be attended to and/or processed. For something to go from input to intake it usually needs to be attended to in some way. This usually means that the new structures, words, or phrases need some form of focused attention, and if possible, the chance to use this new language in an authentic way in order to help ensure uptake (i.e., learning) has taken place.

Why am I telling you this (again)?

Well, last week I heard a teacher tell a student that all they needed to do to improve their English was to listen to their favorite English song and eventually they would understand it. Not only did this display the teacher’s misunderstanding of the role of input, it also displayed a lack of understanding of how one learns a language.

Of course songs are a great way to learn new words and phrases etc., but if all you are doing is listening to songs and expecting the lyrics to be understood without focused effort (e.g. looking up the vocabulary in a dictionary) or assistance (e.g. asking someone to help you understand the grammar or vocabulary etc.), then you will probably find it hard to learn a new language.

So, if you are a teacher giving this type of advice – especially to lower-level students - it might be best to provide your students with some tips and guidelines to follow in order to help them develop their language skills in a more effective way (Check out my lecture on Listening For Language Development for more information).

Of course many would argue that advanced-level students do not need as much focused attention to ensure uptake (i.e. learning) occurs, and of course this is probably true because advanced-level students are using their current language skills to facilitate the uptake of new structures or words etc. found in the input without the need for explicit instruction.

The Point?
Remembering the differences between input (i.e. what goes in), intake (i.e. what is understood), and uptake (i.e. what is learned) can help you uncover language development opportunities to help you help your student in the most effective and efficient way possible.
 
Thanks for reading.
 
Josh
Keep English Real!
2 Comments

Flipped Classrooms for EFL/ESL Classes!

5/9/2017

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​ Hi teachers (and random web surfers)

1) Have you ever heard of the pedagogical model known as the ‘flipped classroom’?
2) Have you ever experimented with the ‘flipped classroom' in your EFL/ESL classes?
Or
3) Would you like to know more about the ‘flipped classroom’?

Regardless of your replies, this post is going to discuss:

The Flipped Classroom!

What is the flipped classroom?  
The flipped classroom (FC) is a style of teaching (validated by research) that – in simple terms – turns the traditional ‘lecture → homework’ on its head.

How does it work?
In a flipped classroom the traditional ‘content’ (i.e., lecture/reading) of the class is done at home prior to the class. Then during the class the traditional ‘homework’ (i.e. activities) component is done.

Why is it beneficial?
1. The FC gives students the time to review the lectures as many times as they need – allowing them to learn at their own pace.
뒤집힌 수업은 학생들이 배운 내용을 필요한 만큼 복습할 시간을 준다.
2. Classes are more efficient as the students enter the classroom with the questions and sticking points they need clarified.
어려운 문제나 질문들을 할 기회가 많아져 수업 시간을 효과적으로 활용할 수 있다
3. The FC allows more class time to be devoted to addressing questions the students may have.
수업시간 동안 학생들이 질문할 수 있는 시간이 더 많이 주어진다.
4. The FC allows more time for ‘learning while doing’ – e.g. doing activities or engaging in project-based learning etc.
학생들이 수업시간에 참여함과 동시에 배울 수 있는 환경을 조성한다.
5. The FC creates a more collaborative environment – as students can help each other with tasks.
학생들 간에 서로 도움을 주며 배울 수 있는 협력적인 환경을 조성한다.
6. The FC promotes equal learning opportunities.
동등하게 배울 수 있는 기회가 주어진다.
7. The FC frees up the teacher’s time – since you don’t need to prepare or give the same lecture 1000s of times. Just record it once and disseminate it.  
강사의 시간이 좀더 여유로워 질 수 있다. 

What are the caveats or downsides?
1. The FC is not ideal for young or immature learners.
뒤집힌 수업은 나이가 어린 학생들에게는 적합하지 않다.
2. The FC is not suitable for those who can’t access the lectures (or other materials) away from the classroom.
강의실 밖에서 강의나 수업 내용을 열람할 수 없는 학생들에게도 적용하기 어렵다.
3. The FC is not ideal for students who lack motivation.
목표의식이 없는 학생들에게는 적합하지 않다.
4. It might take time for teachers to write and record (or find) suitable materials.
​
강사가 수업 준비할 시간을 더 할애해야 할 수도 있다.

What do I need to do or have in order to implement a flipped classroom?
1. You are going to need a good set of materials that your students can access away from the classroom. And remember, a flipped classroom does not mean there are no activities to be done at home. If you think an activity is needed to supplement the video/reading – then give it.
학생들이 강의실 밖에서 열람할 수 있는 효과적인 영상이나 프린트 물 등의 수업 자료를 준비해야 한다.
2. You are going to have to have a plan for what classroom activities can supplement and enrich the learning the students are doing at home. (Think reinforcing and complementing!)
학생들이 효과적으로 강의 내용을 습득할 수 있는 보충 자료가 필요하다.
3. You are going to have to make sure the students know what the flipped classroom is for.
뒤집힌 수업이 무엇이며 어떤 효과가 있는지 학생들을 이해시켜야 한다.
4. You might have to get the parents involved – especially with younger or less motivated students.
나이가 어리거나 목표의식이 뚜렷하지 않은 학생들에게는 부모님들의 참여가 필요할 수도 있다.

​These guys offer some practical advice! (And it only takes 4:40)

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BIG NEWS! – Joshua Wedlock is part of the 2018 Winter Olympic Games! 

4/13/2017

6 Comments

 
One of the most beloved events on the global sporting calendar is the Winter Olympics. Watched by millions of spectators worldwide, the Olympic Games is a chance for people from around the world to come together to celebrate sport, diversity, and unity.
세계적인 스포츠 이벤트 중에서도 동계 올림픽은 많은 사람들의 사랑을 받고 있습니다. 올림픽 기간 동안 전세계의 사람들이 함께 스포츠, 다양성 그리고 통합을 축하하죠.

Huh? What is this guy talking about? Isn’t joshesl.com a website for ESL/EFL teachers and other educators? Why is he suddenly talking about the Olympics?
그렇다면 왜! ESL/EFL 강사들을 위한 블로그를 운영하던 조쉬가 난데없이 올림픽에 대한 얘기를 하는 걸까요?

Well, I am mentioning this because I am going to be part of the XXIII Olympic Winter Games being held in PyeongChang, Gangwon-do, South Korea from the 9th to 25th of February 2018.
제가 이번 평창 동계 올림픽(2018년 2월 9일-25일)에 참여하게 되었기 때문입니다!

What? Really? How? 네? 정말요? 어떻게요?
​
(My Zoolander pose - Yes, I am wearing lipstick.)
Picture
Joshua Wedlock & Erica Choi present:
The 2018 Winter Olympics’ Korean Language and Cultural Awareness Course.

Yes, you read that correctly! Together, Erica Choi (from EBS) and I, plus a great team from QPeople (the amazing production company), have been toiling away writing, producing, and filming the official Korean Language and Culture Awareness Course especially for the 22,400 volunteers coming to South Korea to assist with the XXIII Olympic Winter Games.
네. 맞게 읽으셨습니다! 에리카 최(EBS)와 저, 그리고 프로덕션 회사 Q피플이 함께, 다가오는 동계 올림픽의 22,400명의 자원봉사자들을 위한 공식 영상 <한국어와 문화 인식 코스>를 집필하고 촬영합니다.

These lessons are aimed at helping the volunteers learn a little more about the Korean culture, people, and language so they perform their roles and duties to the best of their abilities here in South Korea.
이 영상은 올림픽 자원봉사자들이 한국어와 문화, 사람들에 대해 배우고, 역할과 임무를 충실하게 이행할 수 있도록 돕는 것을 목적으로 하고 있습니다.


Picture
We hope these lessons are going to contribute to making the PyeongChang 2018 Winter Olympic Games and Paralympic Winter Games a great success.
2018년 평창 동계 올림픽과 장애인 올림픽이 성공적으로 개최되길, 그리고 모쪼록 저희가 노력해서 만든 강의가 이에 기여할 수 있길 바랍니다.

And of course, developing these lessons would not have been possible without the support and sponsorship from PAGODA Academy and the Korean Olympic and Sport Committee. So this is my opportunity to thank them for their efforts in making this course possible and for selecting me to be part of this unique, exciting, and educational experience.
강의를 제작할 수 있게 지원해주시고 제게 독특하고 교육적인 경험을 선사해주신 파고다 어학원과 대한체육회에 이 자리를 빌어 감사드립니다. 

Thank you for reading,
​
Josh
Keep English Real!

For more updates please follow me on Instagram
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Be Proud of Your Students!

3/23/2017

6 Comments

 
Hi Everyone,
 
In this post my friend, co-teacher, and research assistant Tisha Yoon have collaborated to bring you a short article on being proud of your students.

We decided to write this article after seeing firsthand the positive impact that expressing your feelings of pride in your students can have on not only on students’ levels of motivation, but also on the quality of teacher-student relationships.

So without further ado let us present our post on (drumroll, please): 

​Being Proud of Your Students!

Anyone who has ever talked to a teacher has heard the phrase “I’m really proud of my students.” This is because, for the most part, the majority of teachers are proud of their students (even if they don’t know it). The problem is, however, if you were to ask most students if their teacher ever told them they were proud of them the answer would most likely be a ‘no.’

Don’t believe us? Then ask yourself this (if you are an educator), when was the last time you told your students you were proud of them? And when we talk about telling your students ‘you are proud of them’ we mean not only telling your students you are proud of them, but actually meaning it!

If, like many, you can’t remember the last time you told your students you were proud of them then maybe it’s time to do so.

But before doing that please spare a few minutes to peruse our (incomplete) list of reasons we think you should feel proud of your students, regardless of their achievement or classroom conduct.

Why Teachers Should Be Proud Of Their Students!
1. Teachers should be proud of their students because their students make an effort to come to class.
교사는 학생들을 자랑스러워해야 합니다. 교실까지 오는 것도 노력이 필요하니까요.

2. Teachers should be proud of their students because their students often do their best (regardless of what’s happening in their private lives).
교사는 학생들을 자랑스러워해야 합니다. 학생들은 보통 최선을 다하기 때문이죠.

3. Teachers should be proud of their students because their students invest their time.
교사는 학생들을 자랑스러워해야 합니다. 학생들이 시간을 투자하니까요.

4. Teachers should be proud of their students because studying often involves a financial cost (to the student or their family).
교사는 학생들을 자랑스러워해야 합니다. 학습에는 비용이 들거든요.

5. Teachers should be proud of their students because their students turn up to class day after day.
교사는 학생들을 자랑스러워해야 합니다. 학생들이 매일 수업을 들으러 오니까요.

6. Teachers should be proud of their students because their students (usually) come to class even if they don’t have friends in the class or don’t like the teacher.
교사는 학생들을 자랑스러워해야 합니다. 학생들은 친구가 없거나 교사가 싫어도 꾸준히 출석하거든요. 

7. Teachers should be proud of their students because their students want to learn (even if they don’t show it).
교사는 학생들을 자랑스러워해야 합니다. 학생들은 배우고 싶어하거든요.

8. Teachers should be proud of their students because studying is not easy – but students still do their best (maybe not always, but often).
공부는 쉽지 않아요. 하지만 대개 학생들은 최선을 다하죠.

9. Teachers should be proud of their students because their students forgive (usually) the teacher's errors and transgressions.
교사는 학생들을 자랑스러워해야 합니다. 학생들도 교사의 실수를 눈감아주니까요.

10. Teachers should be proud of their students because often students want to make someone else happy. 
교사는 학생들을 자랑스러워해야 합니다. 학생들은 다른 사람을 행복하게 만들고 싶어하거든요.

As you can see from the above list – there are many reasons as to why we should be proud of our students. From the effort they put in to the opportunity costs that many forgo – we really should be proud of our students.

This being true, our attention will now turn to the (incomplete) list of reasons Tisha and I think teachers should not just be proud of their students, but actually take the time to tell their students that they are proud of them.
 

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Lesson Idea - Listening for meaning and learning!

3/7/2017

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Welcome back,

In this post I would like to share with you an example of a simple homework exercise I like to give my students to help them with their listening skills (check out the various skills we need to develop for listening right here).

The goal of this exercise is to encourage the students to listen for both meaning and language development. It is also used to either review or preview topics or subjects which will be (or were) discussed in class.

The following example was given to one of my classes of adult students (upper-intermediate level) who are studying English to help them in their roles as sales people for different international companies. This activity was given as a pre-class activity (i.e., students need to watch the clip before their next class - as we will be discussing the notion of ‘trust’ as it relates to their jobs) in an attempt to build background knowledge and introduce the students to some new terminology/vocabulary they may encounter. It was also given as a tool to encourage the students to reflect on whether or not they agree with the speaker in the clip and to articulate why or why not.
 
Example Lesson – Listening for meaning and learning
1. First - Listen for general understanding 전체적인 맥락을 생각하며 들으세요.
2. Second - Listen for details/facts 구체적인 세부사항에 집중하며 들으세요.
3. Third – Listen for specific vocabulary (touch each word/phrase on the list as you hear them) 아래에 나열된 단어에 집중하며 들으세요.(단어나 표현을 들으면 터치하세요.)
4. Fourth - Listen again for general understanding 전체적인 내용을 생각하며 다시 들으세요.
5. Reflect and explain why you agree or disagree
​Clip: 
Vocabulary:
“Be yourself, everyone else is already taken.” - Oscar Wilde (1854-1900): don’t try to be someone else – be who you are
Mantra (n.): a chant, word, or sound repeated to aid concentration in meditation
Higher consciousness (n.): the belief of a higher or greater self
“Not that there’s anything wrong with that.” - (saying coined in Seinfeld TV show): used to show that an alternative solution/option is also fine or something else is acceptable
Impress (v.): to have a positive impact on someone
Bombard (v.): assail (someone) persistently, as with questions, criticisms, or information
A million ways from Sunday (idiom): thoroughly, completely, in every way imaginable
Credible (adj.): able to be believed; convincing
Warts and all (idiom): accept someone/something even with the faults and bad things
Revel (v.): enjoy oneself; to be involved in thoroughly
Grossly (adv.): extremely; excessively
Utterly (adv.): 100%, entirely
Courage (n.): strength in the face of pain, fear, or grief
Trust (v.): to believe in someone or something
 
Notes:
  • This activity can be manipulated to suit any topic and any level (see how to manipulate different variables in this awesome lecture – FITT)
  • Instruction 5 can be changed to suit the needs, goals, and levels of the students
  • Notice how many of the terms and words can also lead to discussions about culture and language
 
I hope this simple exercise helps you help your students improve their listening skills.
 
Thanks for reading.
 
Josh

Keep English Real  

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