Category: Community College
Teaching Consonant Blends, Digraphs, and Trigraphs
Professor John Caine
SUNY, Suffolk Community College
More than any other request, my students ask me to help them with pronunciation and vocabulary. After my first few semesters, I realized that a key factor in helping them was to start with consonant blends.
A consonant blend (also called a consonant cluster) is a group of two or three consonants in words that makes a distinct consonant sound, such as bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, qu, sc, sk, sl, sm, sn, sp, st, sw, tr, and tw, We can group these into “l” and “r” blends, which are the most frequent and convenient to categorize.
A digraph is a single sound, or phoneme, that is represented by two letters. A trigraph is a phoneme that consists of three letters.
Consonant digraphs include ch, ck, gh, kn, mb, ng, ph, sh, th, wh, and wr. Some of these create a new sound, as in ch, sh, and th. Some, however, are just different spellings for already familiar sounds. Some consonants have “silent partners”: for example gh is a different spelling for “f” and mb is “m” while wr is still the “r” sound.
Sometimes reframing the concept in familiar terms lowers the affective filter encouraging self-scaffolding. Our goal is to encourage students to use the language they’re learning, and making the language fun to use is a great way to do that. Blends are fairly straightforward because they keep their phonemic structure. But sometimes helping students to vocalize these blends can be daunting. Teaching decoding helps them recognize and form new words.
But, there are so many blends and digraphs in English. Where to begin? Ah, the one reliable go-to connection for teaching—food. This is something familiar, something students can relate to, and something they can practice using since they come in contact with these items every day. Continue reading
I is for Intensive Reading
Many teachers cringe at their early memories of learning a language through the teacher-centered grammar-translation method. Rule driven, with a focus on accuracy over fluency, it’s the oldest formal methodology, dating back to the teaching of Latin in the 1500s. Over the centuries, other languages were taught in the same way, and when the first modern language textbooks appeared in the 19th century, they tended to use the grammar translation method as well. Internationally, it continues to be popular in many countries, in part because teachers, unless trained otherwise, tend to teach the way they were taught.
In the 20th century, dissatisfaction with the grammar-translation method saw the rise of many competing approaches through the 1960s. Since then, teachers have increasingly embraced variations of the learner-centered communicative approach or use a mixed methods approach, distilling the best ideas and features of different approaches and methods to find those that best meet their learners’ needs. One aspect of the grammar-translation method that lives on in modern classrooms is intensive reading.
Intensive reading is contrasted with extensive reading. In intensive reading, the focus is on a deep understanding of the text, which is usually pitched at a level that is slightly challenging for the learner. The intensive reading passage might be challenging in one or more ways. The vocabulary might be new, and/or the sentence structures and grammar might be advanced for the learners’ level. The subtleties of the text might be such that the learner needs to use considerable inference skills to decode what a paragraph, article, or story is about. The focus might be on genre, for example, understanding how a lab report differs from an essay or a short story.
Intensive reading focuses on shorter passages and is teacher-centered in the sense that teachers, for pedagogical purposes, select what they feel the learners should read. The teacher (or sometimes the textbook) carefully chooses a text that narrows the focus of what learners should be acquiring in terms of vocabulary, comprehension, or even strategies that will make it easier to read similar texts in future.
Assuming you are not fluent in Latin, look at the following paragraph and reflect on how much you understand.
Eodem die ab exploratoribus certior factus hostes sub monte consedisse milia passuum ab ipsius castris octo, qualis esset natura montis et qualis in circuitu ascensus qui cognoscerent misit. Renuntiatum est facilem esse. De tertia vigilia T. Labienum, legatum pro praetore, cum duabus legionibus et iis ducibus qui iter cognoverant summum iugum montis ascendere iubet; quid sui consilii sit ostendit. Ipse de quarta vigilia eodem itinere quo hostes ierant ad eos contendit equitatumque omnem ante se mittit.
No, really. Read it. I know you just skimmed it or skipped it altogether. Seriously, go back and have a careful look at the paragraph, reading it aloud. Even if you don’t read or speak Latin, there should still be several things that you understand.
Eodem die abexploratoribus certior factus hostes sub monte consedisse milia passuum ab ipsius castris octo, qualis esset natura montis et qualis in circuitu ascensus qui cognoscerent misit. Renuntiatum est facilem esse. De tertia vigilia T. Labienum, legatum pro praetore, cum duabus legionibus et iis ducibus qui iter cognoverant summum iugum montis ascendere iubet; quid sui consilii sit ostendit. Ipse de quarta vigilia eodem itinere quo hostes ierant ad eos contendit equitatumque omnem ante se mittit. Continue reading
“Webinars – a wonderful substitute for live seminars”
Pearson Professional Development Webinar Series
In October 2015, U.S. Pearson ELT conducted an idea-packed Professional Development Webinar series, consisting of 13 one-hour sessions. The goal of the webinar series was to provide thousands of instructors and administrators around the world with multiple opportunities to learn from English-language teaching experts. Topics included:
- “Exploring the Potential of the Flipped Classroom” by Robyn Brinks Lockwood
- “Teaching with Technology and 21st Century Skills” by Sara Davila
- “Using Our Brains: Brain-based Approaches to Teaching” by Sarah Lynn
- “Critical Thinking in English for Academic Purposes” by Ken Beatty
- “Four Skills Teaching” by Sara Davila
- “Critical Reading Skills for College and University Students” by Tania Pattison
- “Academic Writing Assignments: Teaching Discourse Synthesis” by Carol Numrich
- “Creating Authenticity in the English Classroom” by Ken Beatty
- “Addressing Learner Needs Around Spoken Academic English” by Ken Beatty
- “Extend and Engage: Digital Learning” by Christina Cavage
An overwhelming number of teachers who attended commented that they were able to get ideas from the webinars that they could start using right away. One teacher commented: “Thank you for these past two weeks of webinars. I appreciate having plenty of new ideas to use in my classroom.” The recorded webinars are available in the US website (registration is required to view the recordings).
A total of 4,359 people registered for the webinars, and 2,120 people attended the sessions. Another teacher commented: “Really enjoyed this webinar; very useful content and explanations of how to utilize this information in the classroom.” A third teacher responded about the content of the webinars: “As usual, my ‘teacher’s imagination’ has been stimulated by ideas presented in this webinar. I especially appreciate the insights, too.”
Teachers from 25 countries attended the webinar series.
Countries Represented (ranked by number of attendees)
United States represented almost half the attendees. Other countries represented: Bahrain, Bosnia and Herzegovina, Brazil, Bulgaria, Canada, Chile, China, Colombia, Czech Republic, Ecuador, Georgia, Germany, Greece, Indonesia, Kazakhstan, Kuwait, Oman, Peru, Portugal, Russia, Saudi Arabia, Serbia, Spain, Switzerland, Thailand, Tunisia, Turkey, United Arab Emirates, United Kingdom, and Vietnam. Each of these countries represents less than 2% of the total attendees.
One participant summed it up perfectly: “Webinars are a wonderful substitute for live seminars, which cost time and money, and I commend you for organizing these amazing sessions! Already looking forward to the next ones!”
The U.S. ELT marketing team is already hard at work developing topics and scheduling for the next webinar series, possibly in spring 2016. Click here to receive updates on the next series of webinars.
H is for Hypotheses
“I’m a researcher! Why has no one ever told me?”
Teachers are inherently researchers, driven by natural curiosity to understand their students’ problems and to consider ways of addressing them. Sometimes they apply old approaches and methods that may have been key to their own first or second language acquisition. Sometimes teachers become creative and innovate new approaches and methods. In doing so, they tend to follow the scientific method:
- ask a question
- research the question
- construct a hypothesis (a guess)
- test the hypothesis with an experiment
- analyze the data and draw a conclusion
- share results
For example, a teacher asks a question: Why are students doing poorly on tests? She is surprised because she thinks they know (or should know) the content on which they’re being tested. Doing some research (starting online), she finds a variety of variables that could be responsible:
- The tests are held after lunch; maybe students are too sleepy after eating.
- The tests are one hour long; maybe students need more time to demonstrate what they know.
- The tests are written; maybe students don’t perform as well when writing because most of the teacher’s evidence of their abilities is based on their spoken output.
- The tests are too narrow; students have to study one or more chapters of material, but are only assessed on a small portion.
The teacher expands her research to directly ask her students what they think. She decides this last problem, of the tests being too narrow, is the possible pedagogical culprit.
Based on this research and student feedback, the teacher formulates a hypothesis. It’s messy at first because she isn’t exactly sure how to word it to cover all contingencies, but it basically looks like this:
Students asked to demonstrate what they know do better on tests than students who are asked to recall a subset of what the teacher expects them to know.
Hmm. It’s a bit vague, but that’s okay at this point because designing an experiment will help to make it clearer. It can be refined as the teacher goes along. She decides to use the class’s current area of study, the ten most common irregular verbs. This is the content for which the teacher expects her students to demonstrate mastery:
Base form | Past tense | Past participle |
say | said | said |
make | made | made |
go | went | gone |
take | took | taken |
come | came | come |
see | saw | seen |
know | knew | known |
get | got | got/gotten |
give | gave | given |
find | found | found |