Alva Mac Sherry
I teach ESL to adults. I like learning stuff but wish I could get to the actual end of more courses.
Location France
Activity
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Alva Mac Sherry made a comment
Hallo, jeg heter Alva. Jeg kommer fra Frankrike og jeg er irsk. Hyggelig å hilse på deg.
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Alva Mac Sherry made a comment
I am an ESL teacher working in France. I've been teaching for about 8 years. I have access to generally good resources in classrooms - computers, sound systems etc, as well as my own laptop which is my lifeline.
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Native speakers do have an advantage because they can process information and speak without reflection: this needs to be recognised and compensated for when L2 speakers are present. And L2 speakers, who are being paid for their knowledge and skills, have to demand that their voices be heard and their needs met.
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Alva Mac Sherry made a comment
Of course there are problems with requiring your employees to speak a language that is not their own, and considerable support is necessary. Otherwise, poor English will block career advancement, with otherwise-talented employees being overlooked. Meanwhile, L1 speakers of English have to be careful to include and adjust or they can find themselves excluded...
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Alva Mac Sherry made a comment
The basic is 'a noun for a thing to unlock a thing', but if you're training someone to use a keyboard, then a different meaning might be more important. I think I'd teach these two, and then, if applicable, show meanings in the learner's L1 that are similarly linked to the key word (like 'answer key' and 'piano key').
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Alva Mac Sherry made a comment
We used the same textbook series throughout my school - I liked most things about it. I still support using textbooks as part of teaching, because they're a good way of ensuring students cover all the bases.
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Talk to key personnel in the organisation
Get permission to record meetings
Study company documentation (eg meeting minutes, reports)
Distribute questionnaire to personnel
Analyse questionnaire data
Video record meetings
Transcribe meeting discourse
Analyse meeting discourse -
Alva Mac Sherry made a comment
Digital technology has made it possible for me to give students autonomy in their learning (ESL). But this is not always successful. In groups of 3-4 it works well, 1-1 it works very well if the student can be motivated, in large groups it is extremely difficult to measure student buy-in. Done well, Blended Learning takes more teacher time and participation...
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Alva Mac Sherry made a comment
I still don't know. I would like to see some scientific studies ... I know that as a teacher it's v difficult not to correct mistakes, even when you don't want to! I think if you know the most common mistakes students will continue to make as adult speakers., you could build many repetitions of the correct English into your speaking so that they have most...
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Alva Mac Sherry replied to Alva Mac Sherry
Ah, but we are being asked to go back to a world where testing has NEVER been possible. So we would from that point have (perhaps) built in to any technological advance or change a more realistic idea of our failure rate, avoiding the hubris that has led us to global warming, nuclear threat, Facebook, etc etc. Perhaps we would have relied more on individuals...
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Alva Mac Sherry made a comment
I believe that the elimination of testing would so thoroughly change society that the results would likely be worth the risk. The worst that can happen is that people don't fly, that doctors are often wrong, that bridges fall down. Elimination of tests could lead to a revolutionised way of approaching progress that might obviate hierarchy and its ills.
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Alva Mac Sherry made a comment
Those of us who were disruptive, lazy and disorganised at 14 may prefer not to have that follow us for the rest of our days. In the difficult period of adolescence, we should be sheltered from future judgment in academics as in the law.
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Alva Mac Sherry made a comment
I would teach all but music, because that meaning is not instinctively linked to the idea of 'opening' - so I'd start with the noun (s)
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Alva Mac Sherry made a comment
I liked the feel of the book - and the smell. I don't remember having other strong feelings about it.
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Alva Mac Sherry made a comment
My students in France are taught in school to ignore the T - a useful introduction to the crazy anglophone habit of entirely forgoing what is written on the page.
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I am an ESL teacher in business, working with executives who work in English as their second language. Yes, native speakers have an advantage and they can exploit that advantage quite deliberately. One strategy might be to have an advocate for second-language speakers in meetings or to make it a recognised role of the chair.
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Alva Mac Sherry made a comment
Native speakers need to speak a modified version of their daily language - to speak deliberately, using few or no idioms, for example, and a less extreme version of some accents. Non-native speakers, meanwhile, need to speak English to a level that exploits the nature of the language as very adapted to speaking about change, including the full range of tenses...
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I think some men and some women use language differently and the difference between individuals is far greater than the difference between the means of the genders. So, differences in the way we use language are learned but I'm open to the idea that they might be somewhat innate.
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Alva Mac Sherry made a comment
Tasks 2 and 3. in which we describe our motivation and our experiences to other club members are particularly good - in real life, anyone writing like that would want to write clearly, passionately and well, and pass along specific information. For a student under exam stress, it requires minimal amounts of imagination (some of my students have claimed to...
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Alva Mac Sherry made a comment
I was taught very, very little grammar at school and I don't believe that did my language any harm. Now, I work with French students who have a deep knowledge of grammar in their first language so I've had to learn grammar to discuss the ideas of language with them and I love "teaching grammar". I find grammar exercises useful for exposure to new grammar...
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Alva Mac Sherry made a comment
I don't much like the concept of the vocabulary list, since words are more easily absorbed in context - but I do appreciate that once learned they need repeated re-exposure, and that flashcards and lists are useful for that.
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Alva Mac Sherry made a comment
First, I hear the person answering the telephone say "Grayson Coaches" and not "Greystones Coaches" as written... Secondly, both "King George's Park School" and "4, Castle road" are pretty specific, even culture-specific, but this isn't unusual in IELTS, TOEIC etc: maybe something like "Dutson High School" might fall more easily within students' vocab...
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Alva Mac Sherry made a comment
The lollipop lady article would need far too much explanation about the contradictions of UK culture, and I wouldn't use it - and not because of her job title. The others are ok and certainly fit into the familiar stereotypes of UK culture. I teach cross-cultural communication through English in a multicultural class and yes, it can be delicate.
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Alva Mac Sherry made a comment
Most of these documents are similar to documents that can be found on international level tests ... so these are appropriate to all earners taking these tests at adult level. Otherwise, they are suitable individually for learners working in their areas - the academic text for academics, the financial report for people concerned with finance, the brochure for...
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Alva Mac Sherry made a comment
Texts (L1), emails (L1) timetables (L1), this course (L1), letters from the bank (L2), social media (L1/L2), details of a job application (L2) details of a walking route (L2/I'm on holidays). I read 'expeditiously' too much in my second language. Reading in L2 in depth takes so much effort - one problem is that I speak my second language from duty, not...
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Alva Mac Sherry made a comment
I have been getting my third-level students to follow a long-running issue such as water rights. They add links to stories they have read on their subject to our Padlet page, and I will often read the link they post from interest and to show I'm involved, but I don't assess their reading per se. I don't really know how I would easily do so... all ideas would...
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Alva Mac Sherry made a comment
Reading asks for a kind of 'whole brain' attention, using reasoning and active memory skills ... seeing is reactive (as opposed to 'looking' which requires engagement). Listening is often more complex, because the student has less control over the material in terms of speed and in choosing what to pay attention to ... I know there are good reasons to limit...
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Alva Mac Sherry made a comment
Interesting exercise: If I focus on one student, he is a 5 going on 6 - on some rubrics of 6 he's fine, on others clearly not there yet, so the obvious thing would be to focus on the rubrics where he's still below level. More difficult to translate to a whole-class level, maybe, since like most people I work with mixed-level classes. However, it would be...
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Alva Mac Sherry made a comment
Lesson B, it being 2018 and all that. But don't let's entirely ignore Lesson A. Shakespeare relied a lot on his actors memorising stuff, and you can't deny it worked! This kind of repetition exercise can give students essential skills early on in their language acquisition, from which they will later extrapolate things like grammar rules and cadence.
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Alva Mac Sherry made a comment
Near test time, we teach to the test, at which point students are very motivated. I like it but I recognise its limitations. Beyond that, we teach to the construct, which relies a lot more on my teaching and classroom management skills. I like the mix, in fact.
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Alva Mac Sherry made a comment
A very important skill is to be able to maintain a conversation beyond the limits of your pronunciation, vocabulary and all the rest, by engaging the other speaker to help you in the communication.
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Alva Mac Sherry made a comment
In the system I teach in, students can be highly motivated by grades, so the promise of a test will persuade them to put in the hours necessary. However, what I want them to do in terms of language exposure - watch videos, listen to podcasts, talk out loud to themselves - is largely down to their intrinsic motivation, not the extrinsic motivation of grades....
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Alva Mac Sherry made a comment
I teach a variety of groups, from jobseekers to students. The adults are generally skillful, positive and prompt in giving feedback to one another but the university students don't like it - they clearly view it as my job.
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Alva Mac Sherry made a comment
Assessing (for me, necessarily in class time) that consumes large amounts of teaching time is problematic - a series of face-to-face interviews, for example, or presentations during which the other students tend to switch off while the presenter works... Group discussion is the most practical, but it's very difficult to keep that conversation going, keeping...
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Alva Mac Sherry made a comment
I'm from Ireland and I teach English in France. I am aiming to improve my assessment skills, and to explore the balance between teaching for the test and teaching for life.
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Alva Mac Sherry made a comment
Short films with a surprise ending like 'The Emancipation of Prince' and 'Mind the Gap' are great (they're on Vimeo and/or Youtube so I won't spoil the surprise). For the 'Prince' one, I have asked the students to read the script before seeing the film and then act it out: they don't automatically play the lead character as a dog, which is funny when they see...
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Alva Mac Sherry replied to Alva Mac Sherry
I had the same problem: my experience of speaking other languages doesn't chime with the image ... for me, it's more like fishing around in a swamp to access the grammar/vocab, though I admit that's a far less attractive metaphor.
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Alva Mac Sherry made a comment
Very interesting. Did anyone else find the section 'What's easy to learn ...' difficult to understand? It took me three reads, and I'm a first-language speaker.
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Alva Mac Sherry made a comment
Is that your sister? (spotting familiar face in a crowd)
Is that your sister? (having made a mistake on a previous occasion) -
Alva Mac Sherry made a comment
The past can be dangerous - people can use it to justify terrible things. The present is most important - love, kindness, open-mindedness and integrity all belong to the present. Our acknowledgment of the future is what makes us unique, and how we work together towards that future is a measure of our humanity.
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Good point Victoria … still, I think it's a wise person knows their weak points as well as they know their strengths, since that makes for better decision making.
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Alva Mac Sherry made a comment
Thanks. Excellent start to the course. I'm off to reflect on my shortcomings now!
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Alva Mac Sherry made a comment
'Career' is a journey not a path, and like any journey it can be abandoned or changed! Taking advantage of the unexpected can be one of the most important parts of a career.
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Alva Mac Sherry made a comment
I teach ESL at third level, and I'm keeping up to date with the challenges and opportunities facing my students. I benefit a great deal from reading all the students' comments and questions here.
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Alva Mac Sherry made a comment
Practise - all the time and everywhere. Read and read, and then read some more. Notice whether new words and phrases are in a formal or informal register.
Learn a number of key phrases and collocations in formal English, which has a much smaller range than informal English, though it is often harder to access. Most native English speakers use the same... -
Alva Mac Sherry made a comment
The sound on this video is a bit low …
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Alva Mac Sherry made a comment
I have always liked exams - but I agree with Abdullah (below): an unfair or poorly designed exam can be a nasty experience.
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Alva Mac Sherry made a comment
Hi: I'm Alva, I live in France and I teach ESL. I'm here to brush up on techniques and enjoy everyone's company.
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Alva Mac Sherry made a comment
The first I remember was a thin, hardbacked copy of Thumbelina, probably Ladybird, with richly coloured illustrations. I was maybe five, or six. I recall most clearly one picture in which the swallow is lying apparently dead: the story, even in what I assume was a much-shortened version, was simultaneously so complex and so simple that it entranced me.
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Alva Mac Sherry made a comment
The original was 'authentic' and the second 'improved'. Interesting contrast … also interesting that the outcome of each exchange was the same, although the second was probably more pleasant for all concerned.
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At last, for Orsolya, I have managed to track down the original reference: in
Folse, Keith S. (2013-04-24). Vocabulary Myths:Applying Second Language Research to Classroom Teaching (Kindle Locations 887-894). The University of Michigan Press. Kindle Edition, the author writes …"In Tinkham (1993), two experiments compared the learning rates of the same...
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Alva Mac Sherry made a comment
A lovely introduction, and very promising.
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Hi Orsolya - it was one of those things that came across in my Facebook feed … I did then follow it back to the original research, and I was satisfied with it, but now you ask, I can't find it again. It caught my interest because I can remember learning the contents of the pencil case in French at school 30 years ago and getting it all confused. Also cutlery....
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Yes: are there specific exercises we can do where they can actually measure their progress in understanding? Since every text is different, how do they know if their understanding is improving, or the text is easier?
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I get very frustrated sometimes when parents and teachers believe dyslexia is a disaster - it is a manageable problem given professional help, hard work by the student and their parents, a flexible state system and realistic expectations on everyone's part. I am grateful that this well organized, interesting and informative course helps us all towards this...
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Alva Mac Sherry made a comment
I already like teaching dyslexic students and now I feel better equipped to work with them with these new techniques: also, I have been reminded of more good teaching practice, and really enjoyed reading the contributions of my colleagues - teachers and others. I will be implementing some changes after I get a chance to make some new teaching materials over...
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I know this question is late but I have only just arrived at the end of the course. Perhaps you may consider my question: I have heard several teachers I respect say the phonics system of learning is extremely unhelpful for dyslexic learners. Is there in fact debate on this and if so, what other system of learning is recommended by the 'no phonics' lobby?
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I hope all is well. I have enjoyed your contributions throughout the course.
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If students can be persuaded to look forward to class, the battle is half won.
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I planned a whole lesson for adults once around the story of Goldilocks, working on the past perfect tense, I think. Three of the five in the class had never heard the story. It was a major fail.
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Alva Mac Sherry made a comment
I do a lot of embedded reading, at all levels, writing the same story very, very simply, and progressing in steps to the original text. I like using traditional fairy tales for this, at all levels, because the stories are already familiar to most European readers. But it works with anything.
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Powerful ideas. I think the notion that readers in L2 should be constantly questioning their understanding, and should understand this is the appropriate thing to do, is particularly so. Can we learn more about suitable coping strategies?
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Could you tell me the name of the software, please? It sounds really interesting
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For older students at a more advanced level: Three columns, a different spelling example (e.g 'friction, precursor, mentality') given at the top of each. As we work on a text, students find words with similar properties - ending in -ion, starting in pre- or ending in -ity, say - and write them in the column. They compare their lists and complete them. For...
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In France there is no reading without writing; this is not so in much of the rest of the world where it is quite common for the two to develop at very different rates.
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Alva Mac Sherry made a comment
I'm really not sure. The first activity seems OK, if boring, and the second worries me: I can't see that grouping troublesome words together like that is useful. Surely it's just going to perpetuate the confusion? I think I will try it once anyway and see what happens.
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Alva Mac Sherry made a comment
This was good, solid practical stuff. The whole course is a good basis for more study and there is plenty already to bring to the classroom. Also, I have a dyslexic daughter and now I can appreciate just how well-informed her tutor is!
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Alva Mac Sherry made a comment
Pulling together the info we've received to design a lesson wasn't easy, but REALLY useful. Was grateful for my colleagues' feedback, it's inspiring and it's good to have someone take the time to correct me for a change! I really like being peer-reviewed and wish I had more: people always have great suggestions because everyone has their own experience and...
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I work with university students: they like to be treated like adults, but taught like children. Language is by its nature playful, I think.
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Alva Mac Sherry made a comment
Useful exercises for me. Very difficult for someone who is working in L2 and dyslexic. Frankly, when it comes to writing I am hoping the internet either can or soon will come up with something better than that. Already I often suggest my non-dyslexic learners use a grammar checker - they will anyway, so my job is to teach them to use it RIGHT. I am willing to...
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By activating all the senses and engaging more of the brain in the learning process, giving physical expression to a visual concept, multi sensory teaching helps with reading and spelling. Plus, it staves off boredom during the inevitable lots of repetition necessary for L2 learning for a dyslexic learner. Phonological awareness is the realization that spoken...
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I do use them, and it's nice to see some variations on how I use them. They are easiest to use in smaller classes. I suggest laminating them!
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Alva Mac Sherry made a comment
Good basic ideas which are easy to adapt to our own teaching methods.
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Alva Mac Sherry made a comment
I like the way Borbála Kálmos makes the sentences evolve one from the next. This method would also be very good for peer teaching and learning in mixed-level classes. The warning about not moving too fast is good. On the 'What's your" exercise, I like the idea of showing pictograms first, then getting the lexical information. But I would use more random vocab,...
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Alva Mac Sherry made a comment
Mind maps are excellent for getting students to talk through a topic - they can suggest words and ideas, and we can write and make connections on the board.
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Alva Mac Sherry made a comment
Nice, thank you.
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Am I correct in thinking that we are teaching students how the L2 works because dyslexic students often can't do this instinctively? And what is your response to the oft-repeated charge that phonics is the cause of the problem, not the solution? Can someone recommend some research around these questions?
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Alva Mac Sherry made a comment
Some excellent information, and I liked the way Dr Cromble demystified the subject and did some circling at the same time in the video. Loads to apply with my students, and looking forward to trying it out in practice.
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Alva Mac Sherry made a comment
The first couple of questions on that test are rather hard to understand. There is at least one grammatical error.
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I love Padlet - it seems almost tactile (it isn't) and you get big results from small efforts; students enjoy using it. I also use Quizlet for making flashcards: I'll often make them straight after class and students can go there for today's vocab. I like lyricstraining.com. IT is useful for reinforcing vocab and simply building up exposure to the language. I...
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Vital info: "Incidental learning of vocabulary is very difficult for foreign learners and adult second language acquirers with an SpLD … they have to rely on conscious and intentional learning in acquiring L2 vocabulary "… and yet intentional memorising is often painfully difficult. Lose-lose situation. I really like the metaphor about having holes in their...
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1, 3, 4, 7 … 3, 5, 6, 8.
I could add: Takes more 'goes' to transfer info into the long-term memory; it's really hard to extrapolate information from blocks of text but can follow graphs, organized lists, etc much better; some typefaces are hard to read and there are free special fonts available on the internet. One student (12) speaks fluent English and... -
I teach children, university students and adults in industry - games and humor de-stress ALL of them. Stress is the enemy makes everyone feel like they're drowning and can't cope … get rid of that and everything seems less challenging.
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Alva Mac Sherry made a comment
Very useful, nicely put.
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Absolutely: and I'm not sure all the academic-speak is very useful either. Few of us are academics and used to this kind of writing: is it absolutely necessary that we have to plough through the convoluted text instead of reading plain English?
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Alva Mac Sherry made a comment
Dyslexic students should learn a second language for the same reasons everyone else does - for work, for pleasure, for socializing. Often here in France dyslexic students are encouraged to learn Spanish, not English, because it is seen as easier. There may be a point there, but with English increasingly THE international language, dyslexic students may simply...
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Alva Mac Sherry made a comment
I've already picked up some good pointers on problems with language learning, reading aloud and comprehension, difficulty in amassing vocabulary and in juggling grammar, vocab and pronunciation, in dealing with a shorter working memory span and so on: looking forward to getting more info.
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Alva Mac Sherry made a comment
We need relatively little language to communicate effectively: one of the problems for dyslexic learners in learning a foreign language can be that they are shown a mountain to be climbed rather than a road to be followed - a road with interesting stops along the way.
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Did not finish. Noticed that I wrote one letter (not one of those that required substitution) backwards. Tiring. Quite an interesting thing to do, as a puzzle, but definitely not the way I want to spend my time writing. Plus, what I have written is indecipherable.