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CELEA News 1

Le#erfromthePresidentSharryAndrews,[email protected]

DearFriends,

Asweapproachaseasonofgivingthanksandcelebra6ngthebirthofourSavior,IamremindedhowthankfulIamfortheopportunitytobeinvolvedinCELEAwithallofyou.Ihaveaveryspecialplaceinmyheartforourorganiza6on,asthisistheveryplacewhereIfoundmypathtomycurrentposi6oninalongcareerinteachingEnglishtoJapanese.In2004,attheChris6ancaucusnetworkingboothatTESOLinLongBeach,andtheninSeaIlein2007atanAcademicSessionsponsoredbytheChris6ancaucusatTESOLandattheCELTconference,ImetotherChris6ansinthefieldofTESOLwholaterbecamementorsinmygraduateprogramatBiolaUniversity,acolleagueinmycurrentjobatShowaBoston,andnowfellowCELEABoardmembers.ThesedivineappointmentsatTESOLandCELThavemadeadeepimpactonmylifeandcareer.

IsharethiswithyoutoencourageeachofyoutogetmoreinvolvedinCELEAandinviteotherstojoinCELEA.Thereareopportuni6estoserveontheCELEAboard,contributear6clestoournewsleIer,presentintheCELEFAcademicSession,presentatCELTandnetworkwithotherChris6aneducatorsaroundtheglobe.IfyouareinterestedingeOnginvolvedorhavesugges6ons,pleasefeelfreetocontactmeatsharryandre@gmail.com.Letmeknowhowwecanserveyou!

Ephesians3:20remindsmethatGodisabletodoimmeasurablymorethanweaskorimagine,soitismyprayerthatGodwilluseeachofyouinapowerfulwayasyouteachinyourschools,ins6tu6ons,churches,andcommuni6es.

InHim,

SharryAndrews

SharryAndrewsisafull-8meprofessoratShowaBostonIns8tuteforLanguageandCulture,thestudyabroadcampusofShowaWomen’sUniversityinJapan.SheestablishedanESLprogramforJapanesewomenandtheiryoungchildrenatHighrockChurchinArlington,MassachuseJsin2011.ShehastaughtEnglishtoJapanesebusinessprofessionals,familiesanduniversitystudentsforheren8recareer.SharrycompletedherMATESOLonlineatBiolaUniversityin2012.ShelivesintheBostonareawithherfamilyandisoneofthreegenera8onsofTESOLprofessionals.

Newsletter of the Christian English Language Educators Association Biannual Volume 8 (1) ~ Fall 2016

TableofContents

Le#erfromthePresident

SharryAndrews

Page1

TheEditor’sNote

KimberleyGamez

Page2

NewsandAnnouncements

BlackBoxes

UsingJumpRopeRhymestoTeachEnglish

CarolAnnFreeman

Pages3-4

SemanFcSensiFvity

IrisDevadason

Pages6-9

AThreefoldCordinAlterna4veAssessment:Collabora4on,Crea4vity,andCri4calThinking

VirginiaHanslien

Pages10-11

BookReview:TriedandTrueESLLessonsLevel1BookAandTriedandTrueESLLessonsLevel1BookB

S.QuinnO.Dyrli,Reviewer

Pages12-13

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2 CELEA News Vol. 8, No. 1

TheEditor’sNote:TheNameofJesusKimberleyGamez,[email protected]

It’sthetimeofyearagainwhenthestreetsarelinedwithlightsanddoorsareadornedwithwreaths.Asteachersandeducators,wearebusyplanningtheendsofsemestersandgradingfinals.Itiseasytogetsweptawaywiththebusinessofitall.Iadmitthatit’ssometimesdifficulttorememberwhatthisseasonisabout:ThebirthofourKing.

ThissemesterIhavebeenteachingaNarniastudytohighschoolELLstudents.Iplannedthelessonshopingtoinspireandinterestthestudents.Asweanalyzedthestory’sthemesandconnectiontotheBible,ItookpauseatthisquotefromTheLion,theWitch,andtheWardrobebyC.S.Lewis:

At thenameofAslaneach oneof thechildrenfelt somethingjump in itsinside.Edmund feltasensationofmysterioushorror.Peterfeltsuddenlybraveandadventurous.Susanfeltasifsomedelicioussmellorsomedelightfulstrainofmusichadjustfloatedbyher.AndLucygotthefeelingyouhavewhenyouwakeupinthemorningandrealizethatit isthebeginningoftheholidaysorthebeginningofsummer.

Aslan,theillustrationofJesusinthebook,issopowerfulthathisnamespurssensationsandfeelingswithintheothercharacters.Asmanyofusteachandworkindifferentcontexts,wemayquestionhowwecanbeawitnessorhowGodcanworkthroughusasChristianpractitioners(IknowIdo!).IwasencouragedbythereminderofthepowerofJesus’snameandtheHolySpirit.MaywetrustintheLordtospeaktoourstudentsandsurpassourunderstandingofHispowerandlove.

Blessingstoyou,

KimberleyGamez

KimberleygraduatedwithaMATESOLfromBiolaUniversityandhastaughtinChina,Taiwan,andSouthKorea.Currently,sheisasecondaryELLteacheratSouthlandsChristianSchoolsinsouthernCalifornia.

NewsandAnnouncements:

WhileChrisFanteachershavealwaysengagedinprofessionaldevelopmentthroughlocal,state,andnaFonalconferences,wehavealsohadanotheropportunity.TheChrisFansinELT(CELT)conferencesprovideanoccasionforTESOLprofessionaldevelopmentfromaChrisFanperspecFve.CELTconferencesfocusontheintegraFonoffaithandteachinginethicalandculturallyappropriateways,theexploraFonoftheintersecFonsofspiritualityandlanguageteaching,curriculumthatfacilitatespersonalgrowthandsocialchange,andwaysChrisFanscanbe#erengageinexcellentserviceandteaching.CELTSea#le2017isbeingheldonMarch21,2017atSea#lePacificUniversity.OurCELTtheme,TheWorldsofCELT,focusesonthediversityfoundinChrisFanEnglishlanguageteachingaroundtheworld.Fromchurch-basedESLprogramsforadultimmigrantsinNorthAmerica,tomissionariesteachingEnglishcookingclassesinJapan,toschoolteachersinEnglishimmersionChrisFanschoolsinChina-wearecelebraFngthediversityinourworkandministriesatCELTSea#le.

CallforProposals:(Extendedto)January5,2017

Gotowww.celea.netforproposalguidelines.

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CELEA News Vol. 8, No. 1 3

ThispastsummerIexperimentedwithusingjumproperhymestosupportthelearningobjectivesofacurriculumthatIhaddevelopedtoteachEnglishtoyoungchildren.Iwasnotlookingforaspecificoutcome,butgenerallywantedtoseeifusingrepetitiverhymesandtotalphysicalaction(TPR)wouldbeafunandeffectivelanguage-learningactivity.TheteachingsiteswereinanelementaryschoolinDebrecen,HungaryandatachurchinGyula,Hungary.Therangeinageofthechildrenwassixthroughtwelveyearsold.Thelengthofprogramforallgroupswasoneweek.TheDebrecenprogramhadascheduled45-minutegametimeduringwhichthejumproperhymeswerepresented,andeachchildhadtheirownsinglejumprope.InGyula,therewasacourtyardinwhichthechildrencongregatedbeforeandafterclasswheretheyparticipatedintheactivity,andwherealongjumpropewasused.

IwasinspiredtoincorporatejumproperhymesintothecurriculumbecauseBreadandJamforFranceswasthebookIhadchosentopresentthetopicoffood,foodgroupsandhealthyeating(Hoban&Hoban,1964).Inthestory,Francessingsrhymeswhilejumpropingtoconvinceherselfthatsheonlylikesbreadandjam.Thebook’sillustrationsprovideaclearvisualoftheactivityandprop.Inaddition,TheMitten,asre-toldbyJimAylesworth,waspresented,whichnaturallyledtothetopicofthemonthsoftheyearforwhichseveraltraditionaljumproperhymesexist(Aylesworth&McClintock,2009).

ThefollowingiswhatIlearnedwhiledevelopingthecurriculumandthroughobservingtheactivityandthechildren:

1. First,thelanguageoftherhymeyouselectmayneedtobeadjustedtofitthecultureinwhichyouareteaching.Forexample,Frances’rhymebegins,“Jamonbiscuits,jamontoast”(Hoban&Hoban,1964,p.10).DuetoaHungarianslangwordapplyingtochildren,“biscuit”isthewordmanyEnglishteachersusefor“cookie.”TousetheoriginallanguageforFrances’rhymewouldbeconfusingtochildren(“Youputjamoncookies?”);therefore,thefirstlineofFrances’rhymewasadjustedto“Jamonbreadandjamontoast”tobelinguisticallyclear.

2. Next,yourfirststepmaybeteachingthechildrentojumprope.Iwassurprisedtofindthatmostofthechildrendidnotknowhowtojumprope.ThisobservationwassupportedinaconversationwithaHungarianphysicaleducationteacherwhoseopinionwasthatbecausechildrenarenotplayingoutsideorgoingtotheplaygroundasmuchastheyhadinpastgenerations,theylearnskillssuchasjumpropinglater.AttheDebrecensite,thechildrenweregiventwodaystoexperimentatjumpingwiththeirjumpropeontheirown.Presentingarhymeduringthisearlystagewasnon-productive.AttheGyulasite,therewereseveralathleticboyswhocaughtonquicklyandcoulddemonstratehowtojumprope.Severalchildrenthenfollowed;and,ofcourse,theirattemptswereenthusiasticallyapplauded.

UsingJumpRopeRhymestoTeachEnglishCarolAnnFreeman,[email protected]

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3. Third,chooseandpreparejumpropesaheadoftimetosupportsuccess.Whenusingshortjumpropes(wepurchasedoursfromdollarandcraftstores)untiethemaheadoftimeandletthemhangandstraighten.Investinginagoodqualitylongjumpropeisdefinitelyagoodidea.

Oncethechildrenwereconfidentthattheycouldjumprope(usuallybydaythree),theybegantojumptotherhymes.AlthoughtheyenjoyedrepeatingFrances’rhyme,theypreferredjumpingtoatraditionalrhymethatsupportedlearningthenamesofthemonths:

Sheepinthemeadowandcowsinthecorn;Jump‘tilthemonthwhenyouwereborn:January,February,March,April...(Authorunknown)

Ibelievethiswasbecauseitwaspersonalandeachchild’sbirthdaymonth,andthereforeeachchild,wasrecognized.Althoughwedidnotteachit,somechildrenskippedoutfromthelongropewhentheirbirthdaymonthwaspresented,asopposedtojuststoppingtheirjumping.OneobservationthatImaderequiresfurtherresearchonmypart.ThechildreninGyula,whichwasthelongjumpropesite,preferredtojumpfacingawayfromthepeopletwirlingtherope.Theydidnotseetheropeasitwasbeingtwirled,andtheydidnothaveavisualoftherhythmbeingset.Therefore,theydidnothaveaclearsenseofwhentostartjumping.Thereweremanyfalsestarts,whichhinderedthelanguage-learninggoal.Whenwetriedtoorientthemsothattheywerefacingthetwirlers,theyquestionedwhytheyshouldfacethemwhentheywantedtofaceout.Onereasontheymayhavepreferredtofaceawayfromthetwirlerscouldbethattheywantedtofaceme–theirteacher–theonecoachingthemonthelanguage.ThenexttimeIusejumproperhymes,Iwillstandnexttoatwirlertoseeifjumperschoosetheirorientationbasedonbeingabletoseetheonewholeadstheminthelanguage,ortheyjustprefertofaceawayfromthetwirlersandlookout.Itshouldalsobenotedthattheywerenotattheskilllevelwheretheycouldskipintoatwirlingrope,enablingthemtofeeltherhythmaheadoftime.DespitechallengesIdidnotanticipate,Iwillusejumproperhymesagaintoreinforcelanguage,toaddvarietytolessonsandtoprovideactivitiesforchildrenwholearnbestthroughmovement(kinestheticintelligence)orrhythmicactivities(musicalintelligence).Thereareseveralsitesontheinternetthatprovideanindexandthetextfortraditionaljumproperhymes,soateacherwhowantstoutilizethismethodcouldjustdoasearchforjumproperhymes.Languagelessonscouldthenbebuiltaroundexistingrhymes,orteacherscoulddeveloptheirownrhymestosupportlanguage-learninggoals.ThisarticlewouldnotbecompleteifIdidnotrecognizeandthankallofmyteammatesatbothlocationswhojumpedandtwirledandsangoutjumproperhymesoverandoveragaintohelpsupportmeinthisexperiment.Thankyou!Thankyou!

References:Aylesworth,J.&McClintock,B.(2009).TheMitten.NewYork:ScholasticPress.

Hoban,R.&Hoban,L.(1964).BreadandJamforFrances.NewYork:Harper-Collins.

CarolAnnFreemancreatesandteachesthemedcurriculumtoteachEnglishtochildrenandbeginneradultsinHungaryandteachesTESOLMethodscoursesatNyackCollegeinNyack,NY.

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InternationalJournalofChristianity&EnglishLanguageTeachingVolume3(2016)oftheIJC&ELTisnowavailable!Gotowww.celea.netforadownloadablecopy.

TheInternationalJournalofChristianity&EnglishLanguageTeaching(IJC&ELT)istheofficialjournalofCELEA.IJC&ELTpublishesarticlesandreviewsrelatedtoEnglishLanguageTeaching(ELT),withaperspectiveofparticularinteresttoChristians,andspecificallyChristianEnglishlanguageeducators.WewelcomeyourcontributionsforVolume4(2017).ContributionsshouldbesubmittedtotheeditorsattheIJC&ELTwebsite,whichcanbefoundthroughwww.celea.net.

CELEAmemberswillreceiveanemailmessagewheneachnewissueispublished,usuallyinthefirstquarteroftheyear.Whenyouhearaboutanewissue,pleaseletyourfriendsandcolleagueswhomightbeinterestedinitknowaboutthisfree,openaccessresourceforprofessionalsinEnglishlanguageeducation.

ThejournalissupportedbytheDepartmentofAppliedLinguisticsandTESOLatBiolaUniversity.

MichaelLessard-Clouston&MichaelPasquale,IJC&ELTEditors

CELEAPolicyonAdverFsinginCELEANewsAttheeditors’discre6on,inconsulta6onwiththeCELEABoard,CELEANewswillpublishadver6sementsthatarerelevanttoCELEAreaders.Print-readyadver6singspaceforbooks,teachingmaterials,jobsandserviceopportuni6esmaybepurchasedattherateofUS$50per¼pageandUS$100per½page.CELEANewswillpublicizerelevantconferencesandcallsforproposalsatnocost.AlladsmustbereceivedinPDF,JPG,orTIFFformats.

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TeachingEnglishtostudentsoftheologyisoftenfrustratingasallbooksandmaterialsfoundinlibrariesarenottotallyrelevantforuswhoteachseminarians.Thiswasthesituationin1980whenIhadthechallengeofteachingaMaster’sinTheologyclassfor120hoursduringthesummerbreak.Relyingonintuitionandjudgingbytheage,highmotivationlevel,andseriousnessofthestudents,somealreadyordained,Ilookedinlibrariesandbookshopsforsuitablematerial.Abook,whichprovidentiallycaughtmyeye,waslyingonthefloor,coveredbydust.Ipickeditupandlookedatitbeforeputtingitbackontheshelves(beinganeatperson!).ThebookwasWritingasaThinkingProcess,byMaryS.Lawrence(1972).Iknewintuitivelythatthiswasasignificantfind.Iwasthrilledandboughtitstraightaway.Thebookisbasedontheprinciplesofcognitivepsychologyandappealedtomeatonceasstudentsfromtheageof25to45neededsemanticssuchasthis.(Itisalsolikestepsfour,fiveandsixofBloom’swell-knownTaxonomyofEducationalObjectives,butwithadifferentmannerofpresentationasitisforadifferentaudience).Thiswasasignificantfindbecause:mystudentsneededtoknowwhattheymeantwhentheywrotesomething;theyshouldhavebeenabletodistinguishbetweencontentandcomment;theyneededtobeawareofthe‘illocutionaryforce’ofwhattheyhadsaidorwritten.MyviewswereendorsedbyastudentwhowasveryweakinEnglishandwhotoldmethatwithinaweekorsoofmyteachinghimhenow“understood”hisweakness.Thiswasanadultstudentwhohadtolaterwritea30,000-wordthesis,ariteofpassageinthiscoursetogethisMaster’sdegree.Idonotclaimthathegotovererrorsatthelexico-grammaticallevel;however,henowunderstoodhowtocommunicatethroughhiswritinginacademia.Healsounderstoodwhytheinstructorsatthiscollegeexpectedhimtostudyindependently,toreadcritically,andtoarticulatehisthoughtswithclarity.Hewasusedtohavingnotesgiventohimtolearnathispreviouscollege,whichisacommonwayofteachinginsecularcollegesinruralareasinIndia.Thebookisaboutwritinglogicallyandprovidedcleardefinitionsandexercisesthroughwhichtopractice.AsIhadonlysixweekstoteacheveryaspectofELT,andbecausemystudentswereolderandtheologians,Iconvertedherideastomypurposeandthisarticlewillshowhowthisispossible.Thenumberofstudentsinmyclassesfrom1980to2006wasbetweenfourandseventeen,onaverage,abouttenstudents.ThisisagoodnumbertodosomeintensiveandmeaningfulteachinginIndia.OurgeneralEnglishclassesalwayshadsixtyormorestudentsinthem!

SemanFcSensiFvityIrisDevadason,[email protected]

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StepIIbeganbyshowingthemhowthiscouldbedone.Thisisteachingbydemonstration.IwroteashortparagraphonWomen’sOrdination,whichwasstillnotagreedtobytheChurchofSouthIndia(CSI)in1980,thoughtheChurchofNorthIndia(CNI)hadapprovedit.Then,Igavethefollowinginstructions:Readthefollowingessayverycarefully:

IproposethattheChurchofSouthIndiashouldstraightawayordainwomenaspresbyters.Wehavewaitedlongenough.IcannotaccepttheviewthatwomenareinferiortomensincetheBibleclearlystatesthatbothsexeswerecreatedinHisimage.Ifwomanisinferior,surelyGodisimperfect!Ithereforedonothesitatetorefutethisargumententirely.

Womanisanintegralpartofhumanityandthechurch’shesitationinofficiallyrecognizingherservicesisasfoolishasafactoryclosingdownonesectionofitsworksoratasimplerlevel,apersoncuttingoffhisnosetospitehisface.Ifmanisbiologicallystronger,physicallybigger,andtemperamentallymoreaggressive,awomanhasvirtuesofadifferentkindineachsphere.Herroleinprocreation,theadvantagesofherphysicalsmallnessandpsychologicalidiosyncrasiesneednotbeelaboratedastheWoman’sLiberationMovementhassaidenoughonthesesubjects.

Today,IndiahasawomanPrimeMinisterandeventheUnitedKingdomcannotmakeclaimstopriorityinthisrespect.Inherpast,manyqueenshaveplayedvaliantrolesinthepoliticalsphere,theRaniofJhansibeingactuallyfearedbytheBritish.

Inthehome,insocietyandintheworldwomenhaveneverbeenindifferenttotheprogressandachievementsoftheirfellowbeings.Theirownperformanceasdaughters,wivesandmothershasbeensublimatedwidelyintotherolesofdoctors,teachers,space-travellersandathletes.Allwomendonotyearntobepresbyters,butthefewwhohaveoptedforthisvocation,suchasSistersS.E.PaulofMadrasDioceseandMrsFlorenceDeenadayalanofKarnatakaCentralDiocese,shouldnotbedeniedthisofficialrecognitionfromthechurch.

IftheChurchofSouthIndiaordainswomenwithoutdelayitwillbethemorningstaronthehorizonofallliberalgroupsalloverthecountryever-shining,ever-guidingthosewhogropeinthedarknow.“…Thereisnomaleandfemale,foryouarealloneinChristJesus”Galatians3:28(ESV).

Next,Igaveittothemasareadandcommentexercise.Iaskedthemtoguesswhohadwrittenit,andwhereandwhyithadbeenwritten.Oneangrystudentsaid,“Shesoundslikeafeministfightingatcourt!”Thediscussiontooktheentireclasstime,asmalestudentsweretotallyinvolved,somefromorthodoxchurches!WhenIexplainedlaterthatIhadwrittenit,toproveapointaboutwriting,notordination,heactuallyapologizedtome.IthenhandedoutmyanalysisoftheessayIhadwritten,withthefollowinginstructions:“Nowreadthefollowingcarefully,asIre-readthepassage,applyingeachlabelbelowtothesentencesabove:

1. Proposal2. Personalopinion3. CauseandEffect4. Hypothesis5. Refutation6. Analogy7. Classification

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8. Chronologicalorder-Reverse9. Comparison&Contrast10. Spatialorder11. Classification12. GeneralizationandSpecifics13. Hypothetical-Prediction14. Quotation....tosupportearlierRefutation”

Theeffectonthemwasmiraculous.Iexplainedtothemthat,thoughmywritingsoundedspontaneous,itwasartificialandatailoredtask.Yet,ifIcoulddoit,thensocouldthey!Further,iftheywrotewithmeaningandunderstandingtheirsubjectteacherswerenotlikelytoaskquestionsaboutwhattheywroteforthem.ThistypeofwritingavoidswhatIcall“WIRMI,”or“WhatIreallymeanis…”

StepIIIthensaidwewouldpracticethemanydifferentmethodsoflogicalorganization(MLOs)here,choosingwhatweneededfortheology.Imadephotocopiesofrelevantpartsofthebookandcirculatedthistothestudents.Iexplainedeachmethodwiththesecularexamplesinthebookandthat,althoughtheyareallAmericanexamples,wecoulduseitwithreferencetotheBible.IelaboratedontheMLOsandofferedpracticaladviceonhowtochooserelevantmethodswhentheywroteclassassignments.Forexample,ChurchhistorystudentswouldneedtousetheChronologicalOrderandSpatialOrdermethod,suggestedhere,morethananythingelse,asawayofdescribingmovementsandeminentpersonalities.TheologyandethicsstudentswouldperhapsneedmethodssuchastheHypothesis,CauseandEffect,PredictionorAnalogyasawayofspeakingofGod,man,life,deathandotherabstractions.

ChristianministrystudentswouldneedavarietyofMLOsastheirfieldcoveredsovastanareaofChristianlife.AllcoursesofstudymightneedMLOssuchasGeneralizationandSpecifics,ComparisonandContrastandClassification,AskingQuestions,DistinguishingbetweenFactandOpinion,etc.

StepIIIIthendividedthestudentsintogroupsandaskedthemtomakealistofthemiraclesandparablesintheBible.Thiswasahometask,tobedoneinsmallgroups,referringtotheBibleinEnglish.Havingbachelors’degreesintheologyalready,thiswasnochallengetothesestudents,butrequiredre-reading.

StepIVThenexttaskwastoclassifythemiraclesandparablesaccordingtocontent,whichwedidinclass.Iinsistedongroupingsofonlyfourtosix.Thiscalledforre-readingandinterpretation,assomeofthesestoriestendtooverlap.Therewasmuchdiscussionandexplanationofviews.Astheteacherwasalayperson,studentswereconfidentthattheirviewswouldenlightenher!Thisexercisetookabouttwohours,asweensuredthateveryvoicewasheard.TheysuggestedclassificatorytitleslikeHealing,Forgiveness,NaturalandSupernaturalElements,AgriculturalImagery,HumanRelationships,FaithandCompassion.

StepVFinallythestudentswereaskedtowriteaparagraphofabout500words,athome,statingwhattheybelievedwasanappropriatewayofclassifyingthesemiraclesorparables,writingtopicsentenceswhichsummarizedtheirviews,usingclausesandcohesivedevicestolinkideas,andrewordingtheiropeningsentenceasaconcludingsentence,asawayofcreatinggoodparagraphs.

Allofthishadbeentaughtearlier,whenIpresentedthestructuralaspectsofwriting.Lawrence’sbookprovidedthesemanticsofgoodwritingandclearthinking,whichcomplementedwhatthestudentshadlearnedaboutthegoodstructuresofwriting.

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FurtherexercisesIhavecreatedmanylessonsonthismajorareaofteachingwritingintheyearsthatfollowedmyfirstclass.Forexample,IhaveaskedmystudentstocompareandcontrastthelivesofPeterandPaul.ThebookhasthestructurevocabularyrequiredforeachkindofwritingandthesampleexerciseforthisparticularstructurewasthelivesofLincolnandKennedy.OtherexamplesIhaveusedaretohavestudentsclassifythedifferentkindsoftheologicalcollegesinIndia,towriteaboutoneaspectoftheIndependenceMovementinIndiausingChronologicalOrderandSpatialOrderMLOs.Thepotentialtomakethemostofthesemethodsisgreatandexciting.Later,in2009,atasecularcollegeforengineers,Ididtheopposite.Then,Iusedtheexerciseagain,withchanges,foratheologicalcollegeinBangladesh,in2014.

SharingthiswithsecularteacherstooAddressingagroupofover100practicingteachersatBangaloreUniversityin2012,Iwroteanotherparagraphonatopicofgeneralinterestandappliedthesametechniqueofteachingit.Thisapproachwaswell-receivedandmanyaskedformoreinformationaboutLawrence’sbook.WhenIdidvisitAnnArborinlateryears,in1996,Itriedtomeettheauthortothankherforherwonderfullywrittenbook.Sadly,nooneseemedtoknowofher.Ihopemyarticlewillhelptokeephermemoryalive,asshemusthavebeenagreatteacher.

References:

Lawrence,M.S.(1972).Writingasathinkingprocess.AnnArbor:UniversityofMichiganPress.

Dr.IrisDevadasonhasaPhDinAppliedLinguisticsandanM.Sc,aswellasanMAinEnglishandBAHonorsinEnglish.Shehastaughtfornearly50yearsteaching,evenafterretirement,firstattheUnitedTheologicalCollegeBangalorefor26yearsandlateratBangkokInstituteforTheologyandStAndrewsTheologicalCollegeDhaka,BanglaDesh.ShealsotaughtinBangaloreinachurchorganizationtrainingyoungwomen.SheisfromTheUnitedTheologicalCollege,Bangalore,SouthIndia.ShehaspublishedfivepapersonESP:theologyandherdoctoralthesisLinguisticInputsforThesisWritinginTheology(2012)isavailableonAmazonandKindle.

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Canyouimagineacollaborativeandcreativetestalternativethatgivesyourstudentsanopportunitytothinkcriticallyandenjoythemselvesalongtheway?TheBiblecallsustocollaborate.“Twoarebetterthanone…athreefoldcordisnoteasilybroken.”Ecclesiastes4:9,12(ESV).Collaborationisanexcellentvehicleformovingstudentstowardscreativityandcriticalthinking.

Foranumberofyears,Ihavesuccessfullyusedthefamousmystery,DeathontheNile,asatestalternativeinconversationclasses(Buck,Clymer,Fine&Wilson,2004).Studentscollaborateonascriptthatrevealswhothemurdereris,howandwhythemurderwascommitted,andthencreateafourtosevenminutevideofromtheirscript.Therequirementsforthescriptinclude:askingfourtosixstarterquestions,answeringthosequestionsandwritingfollow-upquestions,usingrejoinders,seventotenvocabularywordsorphrasesfromthemovie,andthreetofivemodalsofcertainty.Inadditiontowritingthescript,eachstudenttakesontheroleofonecharacterfromthemovieinthemakingofthevideo.Thisoffersopportunitiesforcreativitythatallowsstudentstobreakfreefromtheiroldlanguagepatternsandpushesmanytoahigherleveloflanguagelearning.

Thisprojectaddressesthemotivationissuethatmanystudentsface.InMotivationalStrategiesintheLanguageClassroom,ZoltanDörnyei(2001)explains,“Humansliketobechallenged…Thismeansthattasksinwhichlearnersneedtosolveproblems,discoversomething,overcomeobstacles…arealwayswelcome.Taskswhichconcernambiguous,problematic,controversial,contradictory,orincongruousmaterialstimulatecuriositybycreatingaconceptualconflictthatneedstoberesolved”(p.76).

Thereareseveralkeystothesuccessofthisproject.Thefirstkeyinmakingthisprojectsuccessfulwastoleadstudentsthroughthecreativeprocess.Whenthescriptisfirstintroduced,studentsdiscusswithapartnerwhotheythinkthemurdereris.Bytheendoftheactivitiesrelatedtothemovie,thestudentsarerequiredtowriteonapieceofpaperwhotheythinkdiditandwhy.Thisfocusesstudentsforthenextclasswheretheyaregiventimetoworkontheirscript.Thisisfollowedbyrehearsalswherestudentsreadthroughtheirscripts,andtheteachermakessuggestionsandcomments.Inthelastclass,thestudentswatchthevideos.Thisisalwaysahighlightformeandformystudents.Inaddition,wewatchthefinalscenesofthemovieandrevealtherealnameofthemovie(Atthebeginningoftheproject,studentsweretoldthatthenameofthemoviewasLoveinCairotokeepthemfromdownloadingitandwatchingitontheirown).

Anotherkeytothesuccessoftheprojectistopickappropriatematerialfortheagelevel.IchosethemovieDeathontheNilebecauseitisastoryaboutacouplewhokillsanheiressforhermoney(Buck,Clymer,Fine&Wilson,2004).Itisamysterywherethedifferencebetweenrightandwrongisclear.Thestoryalsogivesstudentsopportunitiestothinkaboutdetectivesasagentsforjustice,lettingthemthinkthroughanethicaldilemma.Additionally,theconceptofalovetriangleissomethingtowhichuniversitystudentscaneasilyrelate.

Thethirdkeyformakingthisprojectasuccessistocreatearubrictoassessthescriptandthevideosthatthestudentsmade.Therubricforthescriptincludeslookingcarefullyatthequalityofquestions,answers,

AThreefoldCordinAlternaFveAssessment:CollaboraFon,CreaFvity,andCriFcalThinkingVirginiaHanslien,[email protected]

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rejoinders,vocabulary,andgrammarused.Therubricforthevideoincludesassessmentofpronunciationandfluencyforeachstudent.Forteacherswhohavebeenfrustratedwithoralassessment,projectslikethiscouldbeanalternativeassessmentfortheclassroom.Thebenefitsarenumerous.First,inaprojectlikethis,studentsmovebeyondthelanguagethattheywouldnormallyuseintraditionaloralassessment(suchasquestionformation,answers,grammar,andvocabulary).Second,inthistypeofproject,studentsworktogetherinsmallgroupsinacollaborative,creative,meaningfulwaythatgivesthemanopportunitytocriticallythinkthroughtheproblemofthismystery.Third,studentsengagedinthistypeofprojectdomostoftheircommunicatingwitheachotherinEnglishwhileworkingontheproject.Finally,projectslikethisfacilitateacombinationofcollaboration,creativity,andcriticalthinking,whichbuildsamemorycord,elevatingthestudents’Englishlevelstoanewcommunicativelevelbeyondtheconstraintsoftraditionaloralassessments.

References:Buck,M.,ClymerP.,Fine,D.(Producers),&Wilson,A.(Director).(2004).DeathontheNile[TV

Episode].UnitedKingdom:Arts&Entertainment(A&E).

Dörnyei,Z.(2001).Motivationalstrategiesinthelanguageclassroom.Cambridge:CambridgeUniversityPress.

VirginiaHanslienteachesfortheSejongInstituteofForeignLanguageStudiesatKoreaUniversity’sSejongCampus.Sheco-facilitatestheChristianTeachersSpecialInterestGroup(CT-SIG)associatedwithKOTESOLandistheweb-editorfortheCT-SIGblog,https://chroniclesoxopekorea.wordpress.com/.ShepresentedAThreefoldCordinAlternativeAssessment:Collaboration,Creativity,andCriticalThinkingatCELTSeoul2016.Sheismarried,andhasthreeboys:Justin,Aidan,andJordan.

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BookReview:TriedandTrueESLLessonsLevel1BookAandTriedandTrueESLLessonsLevel1BookB

S.QuinnO.Dyrli,[email protected]

Title: TriedandTrueESLLessonsLevel1BookA

TriedandTrueESLLessonsLevel1BookB

Author:BarbaraKinneyBlack

PublishingInformation:Charleston,SC:BarbaraKinneyBlack

Description:

TriedandTrueESLLessonsLevel1BookAandTriedandTrueESLLessonsLevel1BookBaimtoprovideEnglishlanguageinstructorswithavarietyofpreparedlessonsforteachingEnglishlanguagelearners(ELLs)inaministrysetting.Thelessons“utilizeafunctionalapproachtolanguagelearningwithanemphasisonsimulatingreallifelanguagesituations…throughalotofspeakingandcommunicationpracticeactivities…foreverydaylifeinanEnglishspeakingcountry.Theyalsocontainabiblicalprinciplerelatedtothecontentofthelesson”(Black,2015a,p.2).

BookAcontainssixunits:PersonalCommunication,TheCommunity,Let’sEat,Shopping,Housing,andMedical.Theunitsaredividedinto13lessons.BookBcontainssevenunits:Employment,PersonalFinance,DailyLiving,Transportation,PersonalCommunication,Food,andShopping;itisdividedinto16lessons.

Thiscurriculumcoversavarietyofessentiallifeskillsandprovidesplentyofactivitiesforaninstructortogivethelearnerspracticespeakingandcommunicating.Inadditiontothebooksprovidinginstructorswithtimesavinglessonplans,instructorsandorganizationscanpurchasetheaccompanyingstudentbooksandresourcemanuals.Theauthornotesthatthestudentbookscontainlessonsthatareeighttotenpageslong,with“vocabularysupportedbypicturesforcomprehension,speaking,listening,grammar,pronunciation,andcommunicationpracticeactivities.Therearealsoassignments…designedtoreinforcelanguagelearning.”(p.2).

Eachlessonintheinstructors’bookbeginswithanoutlineofthelessonandfollowsthesameformat,beginningwithprayerforthestudentsandtheinstructor.Next,thelessonobjectivesandfunctionsarelisted,followedbygrammarstructures,thebiblicalreferenceorprinciple,thematerialsandpreparationsneeded,theintroductiontothelesson,andtheintroductiontothenewvocabulary.Theoutlinesarefollowedbythelessonthemselves,whichcontainvocabulary,speakingactivities,practicewithgrammarpointsandpronunciation,andextensionactivitiesforthelearner.

IntendedAudience:

TriedandTrueESLLessonsLevel1:TimeSavingESLLessonsforInstructors,booksAandB,areunmistakablydesignedtobeusedinaministrysettingandprovideinstructorswithlessonsthatarepracticalandcontainbiblicalprinciplesthatrelatetothelanguageandcontentinstruction.ThesebookswouldbemostusefultoinstructorsofadultswhoareverynewlearnersofEnglish,althoughthelessonscouldeasilybeadaptedforteachinganyagelevelinanysetting.

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StrengthsandWeaknesses:

Overall,thegoalofTriedandTrueESLLessonsLevel1,BooksA:TimeSavingESLLessonPlansforInstructorsandTriedandTrueESLLessonsLevel1,BooksB:TimeSavingESLLessonPlansforInstructorsistoprovideinstructorswitharepositoryofpre-plannedlessons.Theauthorclearlystatestheexpectedtimeneededtocompletethescopeandsequenceofthiscurriculum.Thelessonswouldbesuitableforweekly1-1/2-totwo-hoursessionsthatcanbecompletedin30weeks,whichlendsitselfnicelytofollowingatypicalschoolyearcalendar.Previewingthetableofcontents,onecanclearlyseethatthescopeandsequencearealsowellorganizedaroundtopicsthatareessentialforadultEnglishlearners.Theinstructors’resourcealsoliststhecorrespondingpagesinthestudents’books,whichisahelpfulfeature.

Additionally,theauthorprovidesawidevarietyoffunandinterestingextensionactivitiesforthelearners.Theseactivitiescontainedstep-by-stepdirectionsforanygamesoractivitieswithwhichtheinstructorsmaynothavehadexperience,aswellasanswerstotheextensionexercises.

Thesebookswouldearnahighratingforprovidingthelearnerswithopportunitiestopracticereading,listening,speaking,andfortheiremphasisongrammarandlanguagestructures.Thebookswouldnotearnashigharating,however,forprovidingopportunitiesforlearnerstopracticetheirwritingskills.Thisis,inlargepart,becausetheamountofwritingpracticewasnotasgreatintheearlylessons,mainlyintheformoffill-in-the-blankexercises,circlingcorrectanswers,etc.Thewritingactivitiesdid,however,graduallyincreasetoanappropriateamountofwriting,attheleveloflanguageproficiencythataninstructormightexpectbytheendofthis30-weekcurriculum.

Eachlessonfocusesononeortwolifeskills,aswellasoneortwogrammarpoints.Thisiscompletelysuitabletothesuggested1-1/2to2hourweeklylessons.Mostlessonsintroducefivetosevenvocabularywords,whichisideal.Researchhasshownthatvocabularylearningonlyhappensbyusingthewordsincontextandthatthelearnershouldhavenomorethansevennewwordsinaclassperiod,soinstructorsshouldlimitthenumberofnewvocabularywordstosevenperlessontoaidincomprehensionandrecall(Bailey&Pransky,2013;Lightbown&Spada,2013).Oneoftheweaknessesofthiscurriculumisthatsomeunitsintroduceasmanyas18newvocabularywordsinasinglelesson.However,mostarehighfrequencywordsthatarecommonlyusedineverydaylifeandtheyaregroupedintorelatedtopicsandthemesaccordingtotheunitsthiscurriculumcovers.

Theinstructors’resourceswereprintedwithagoalofkeepingcostslow,andthatgoalwasaccomplished:instructorscanbuythebooksveryinexpensively,whichisabenefittothosewhoworkingwithinthefinancialconstraintsthataretypicalofmanyministrysettings.Oneofthedrawbacksofthisbudget-mindfulresource,though,isthatthepageswereprintedonlyinblackandwhite,whichmightdecreasethelevelsofinterestandappealtousers.Additionally,thepagesarenotreproducibleforstudentuse.Studentbooksareavailableforpurchaseatveryreasonablecost,however,asisanaccompanyingresourcebook“offullcolorphotosofthevocabulary…designedtosupportcomprehensionandfurtherenhancetheinstructors’presentationandstudents’clearcomprehension”(p.2).

Conclusion:

Overall,TriedandTrueESLLessonsLevel1BookAandTriedandTrueESLLessonsLevel1BookBwouldbeanassettoteachersofadultEnglishlearnerswhoarelookingforalow-cost,comprehensive,introductorycurriculumforministry-basedESLclasses.ForinstructorswhohavelittleexperienceteachingEnglishasasecondlanguage,thisresourcewouldbeanexcellentstartingpoint.Forthosewhoareexperiencedteachers,thisresourcemayprovideadditionalcreativeandinterestingactivitiestoincorporateintoanestablishedrepositoryofESLlessons.

References:

Bailey,F.,&Pransky,K.(2013,September).ImplicationsandapplicationsofthelatestbrainresearchforEnglishlanguagelearnersandteachers.Presentationdeliveredvirtually.TESOLInternationalAssociationVirtualSeminar.Retrievedfromhttp://eventcenter.commpartners.com/se/Meetings/Playback.aspx?meeting.id=683799

Black,B.K.,(2015).TriedandtrueESLlessonslevel1bookA:TimesavingESLlessonplansforinstructors.Charleston,SC:BarbaraKinneyBlack.

Black,B.K.,(2015).TriedandtrueESLlessonslevel1bookB:TimesavingESLlessonplansforinstructors.Charleston,SC:BarbaraKinneyBlack.

Lightbown,P.M.,&Spada,N.(2013).Howlanguagesarelearned.(4thEd.)Oxford,UK:OxfordUniversityPress.

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