Uncategorized

The Year of Living Creatively

2018 is a month in. February has arrived and what does this year hold in store?

A year that began with hope and optimism, and to a large extent has carried that optimism still.

My New Year resolution was made with the best of intentions. And unlike so many broken resolutions of previous years, I have stuck this one out.

My intention is to ensure that by the time I reach my 50th birthday in July, I will be ‘Fit and Fifty’..not fat and fifty. So far so good. A vegan diet, a reduction in sugar and quitting snacking, together with cycling regularly has already resulted in losing 5kg or 11lbs.

Long may it continue and I plan to keep it up.

But how to approach the year. Do I plough into the job market and look to immerse myself in full time employment? I am currently trying to make an online teaching business a viable proposition. Which means a lot of time at home, a lot of time on the computer and the opportunity to explore other interests during what I am calling my

‘Year of Living Creatively’.

In summary I am persuing various artistic objectives and interests. The year may not see me rich in financial terms, but instead emotionally, creatively and mentally rewarded by fulfilling long held ambitions.

In no particular order my creative challenges are:

1. Have a poem published in a literary magazine or journal. My poetry portfolio has grown to around 250 poems and feature on instagram @ajfrobisherpoetry or my website http://www.frobipoetry.com

2. Research, plan and write a novel. I have already begun my book and am enjoying playing with the written word, crafting prose and dialogue, developing characters and storylines.

3. Attend an opera. I have long enjoyed the operatic genre, yet have never had the opportunity to do so. There is nothing more powerful and affecting than stirring, emotive music played and sung live. Which opera? I love Italian opera, particularly Verdi and Puccini. La Traviata, Aida, Turandot or Tosca…we will see.

4. Develop my online blog. Having been a vegetarian for 4 years and recently adopted a vegan diet, I am intrigued by how veganism has gone mainstream – Veganuary was embraced by 160,000 new vegans this year and a host of celebrities. I will combine my love of cooking with my love of cycling. I will be cycling to local cafes and restaurants to sample their vegetarian/vegan dishes. And to write up interviews and reviews. Plus a range of delicious home cooked vegan recipes to inspire and get you cooking.

5. Continue to raise money for charities close to my family’s hearts. Make A Wish and Acorns Children’s Hospice. One or two challenges possibly involving walking and maybe cycling.

6. Increase my breadth of knowledge through a wider reading selection. Read at least one book a month on a range of different subjects.

7. Learn another language. As a language teacher, I know the joy of learning a new language. And how hard it can be. Which language? There are three vying for my attention. Arabic, Italian or Spanish.

8. Develop my Spanish / Flamenco guitar skills. I have played guitar for around almost 40 years. I am competent, but limited in my playing. Flamenco is the most beautiful guitar style – a wide repertoire of styles, techniques, rhythms and sounds. To be adept in some more advanced techniques would be wonderful

9. To explore my voice. My voice is clear with a neutral English accent, correct diction and it would be interesting to see whether it could be employed in audio book readings or other platforms that require a good speaker.

10. Finally, to explore my singing voice. I am no Pavarotti, but for my 50th year I would love to see what a singing teacher makes of my own tenor singing voice…from the shower to Covent Garden? Maybe not, but it would be great to see how I sound and whether my voice had potential.

So, a year of living creatively. An opportunity to explore different artistic areas. Let’s see how far I can progress with each ambition.

But of course alongside these 10 dreams, the reality of making a living.

Back to the blog. Back to teaching English and hopefully enabling others to achieve their goals in improving their own English language skills.

Best wishes

Tony Frobisher

Uncategorized

The Value of Language

 

Merry Christmas and Happy New Year…. or to put it another way;

Nadolig llawen a blwyddyn newydd dda …. Feliz navidad y próspero año nuevo…. buon Natale e Felice Anno nuovo…. joyeux Noel et bonne année…. Frohe Weihnachten und ein glückliches Neues Jahr…. Wesołych Świąt i Szczęśliwego Nowego Roku …. Priecīgus Ziemassvētkus un laimīgu Jauno gadu …. häid jõule ja head uut aastat …. веселого Рождества и счастливого Нового года …. Selamat Natal dan Tahun Baru…. mutlu Noeller ve mutlu yıllar …. መልካም ገና እና መልካም አዲስ ዓመት …. क्रिसमस और नया साल मुबारक हो …. ميلاد مجيدا وسنه جديده سعيده …. 聖誕快樂和新年快樂 …. ප්රීතිමත් නත්තලක් …. สุขสันต์วันคริสต์มาสและสวัสดีปีใหม่ …. រីករាយ​បុណ្យណូអែល​និង​រីករាយ​ឆ្នាំ​ថ្មី …. メリークリスマス、そしてハッピーニューイヤー

You get the idea. Merry Christmas and happy new year…written in 20 different languages. How many would you know without the use of a translation service? You may think I am very clever knowing Merry Christmas and Happy New Year in Khmer, Arabic, Hindi, Estonian, Welsh and Indonesian. But, I’ll be honest. I don’t. I used that old friend, Google Translate.

So many languages and different alphabets, scripts, pronunciation, intonation, accents etc etc.

But what is the value of language? What is the point of so many languages? Why on earth (an indeed it is really why on Earth) do we make things so complicated and have so many languages to communicate in? Why not do away with all these languages and have one. For example English? (Hey…so much work for me then).
But wait a moment. Wasn’t this an idea floated about back in the pre google era? Actually, well before the Google era, before the Internet, email, Skype, Whatsapp, Facebook and in fact before you could hold a small rectangular object called a ‘mobile phone’ that pretty much can do everything in your life except make a cup of tea (though I am sure there is an app that can do that somewhere).

Before Google and the Internet?

Try 1887. Yes, as long ago as 1887, before the First World War, the Russian Revolution, before manned flight and the motor car crowded our streets there was Esperanto. Created by L L Zamenhof, a Polish national, Esperanto was an attempt to create a language that would unite the world in language and facilitate communication, understanding and tolerance amongst nations. It would remove language as a way of separating people and creating division, reinforcing mistrust and hatred and instead developing friendships and not enemies. This is a quote attributed to L L Zamenhof and sums up his idea behind Esperanto;

“The place where I was born and spent my childhood gave direction to all my future struggles. In Białystok the inhabitants were divided into four distinct elements: Russians, Poles, Germans and Jews; each of these spoke their own language and looked on all the others as enemies. In such a town a sensitive nature feels more acutely than elsewhere the misery caused by language division and sees at every step that the diversity of languages is the first, or at least the most influential, basis for the separation of the human family into groups of enemies.”

But, despite the noble and genuine intentions Zamenhof had, Esperanto failed. It failed to be taken seriously as a world language. It failed to establish itself as a language apart from an attempt to teach it in Hungary and China as a second language. There have been various attempts to utilise Esperanto in different areas, the military for one and within some religious groups. But although there are claimed to be currently 10,000 fluent Esperanto speakers and something approximating 100,000 speakers with a good understanding, Esperanto never reached the status of world domination or impact that English has.

Furthermore, Esperanto failed to eliminate hatred and division, it sadly failed to unify people as Zamenhof had intended and failed to stop suspicion and the feeling that those who spoke another language were different, superior or inferior or enemies.

Would Esperanto have stopped the world descending into two World Wars? Probably not. Language is power…but sadly not as powerful as the desire to exert power, be that through democratic government or the imposition of fascist or communist ideology and dictatorships; exerted through force, state control and war.

The Value of Language

Esperanto’s failure was not as a result of the intention of its creator. Every intelligent person would appreciate the benefits of a language everyone could speak. A language that in its range of vocabulary and grammatical structures, was a simplified and relatively straightforward one to learn. Unlike English with its vast vocabulary and grammatical rules, exceptions and frustrations every learner faces.

The failure comes down to one simple but irrefutable fact. Language is identity. Language is who you are. It is part of your personality and is central to you as a person. It creates belonging, kinship, pride and passion. Language has long been used as a method of repression and a method of resistance. The imposition of a state language to be taught in schools, imposed upon a population that did not want or need it, has long been the cause of political division and societal unrest. Take a look at the world and note those regions seeking autonomy and independence and language is more than often a central aspect in the struggle. The Catalans and Basques of Spain, the Bretons of France, the Kurds in Northern Iraq, Syria and Turkey, the Tibetans and Uighurs and even here in the UK, Welsh and Cornish speakers.

Even in places where the teaching of certain languages was outlawed, as with religious practices, the languages survived…taught and spoken in whispers between family members, in secret schools or in proud defiance of and against language persecution and discrimination.

Language is the key element to our sense of identity. It is intrinsic and the first thing we hear when we are born and the last thing we think before we take our final breath.

English in a Global Language Environment

So what of English? How does English fit in with a world that remains resolutely multi-lingual and will probably never see a single world language, nor even one that will be adopted and taught in every single country in the world as a second ‘unifiying’ language.

English will continue to be seen as the most useful language to learn in an increasingly global environment. The overwhelming majority of business interaction internationally is done in English. Any employer that operates internationally now has a requirement for an excellent level of English as a priority.  New English language schools open continuously in more and more places. Many overseas universities are introducing degrees that are taught partially, or entirely in English. China has an estimated 300 million learners of English alone. English is still the language people desire to learn more than any other. The demand remains incredibly high and at the moment shows no sign of declining.

English has done what Esperanto failed to do in many respects. It has created a way to communicate amongst people of different nations and allowed them to develop friendships, or business partnerships, or political alliances and to spread tolerance and understanding but without the need to remove the ‘mother tongue’ – their first language which remains their identity.

English has never stopped a war or deposed a dictator and has not brought peace and harmony to the world. No language could ever achieve the lofty idealistic hopes of L L Zamenhof. But English breaks down so many barriers, opens doors to cultures different to our own and helps us appreciate people and places we meet and visit.

Is English the Esperanto of today? In a way yes.

The value of language will always be that personal, unique feeling of identity and belonging it gives you. Whether you are Russian, Italian, Japanese or Mongolian. Language is identity, it is who you are and that can never be taken away from you.

But the value of English, as a learner of English is equally significant. It extends you world beyond your linguistic border. It helps you reach out and embrace this diverse and rich world we all inhabit. It breaks down barriers and allows possibilities and opportunities to flourish. English helps develop better understanding amongst people who would never otherwise meet or communicate. It opens doors that would otherwise remain shut.

So, as we approach the end of 2017 and a new year on the horizon, value your own language. It is a unique and incredible thing. Respect the heritage and history of your language; nurture, develop and employ it to better you as a person and in your society. But do the same with English. Promise yourself that you will value learning English the same as your own language. Let English take you beyond and help further your achievements. Language is identity and it is power. And in the hands of people with the best of intentions, it is a powerful force for good and for change, understanding and tolerance.

Let those hands be yours.

As they say in Esperanto; “Feliĉan Kristnaskon kaj Bonan Novjaron”

Merry Christmas and Happy New Year

 

Tony Frobisher

December 2017, Worcester, UK

 

 

 

 

 

 

 

 

 

 

Pronunciation · Uncategorized

Pronunciation – The Route to Better Communication

What is the one area of English that the vast majority of English language schools and English language teachers shy away from and rarely teach?

Pronunciation

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The Pronunciation Police……..

Really? Yes, it is true. Even if pronunciation is covered in class, it is often an afterthought, or quickly glossed over.

Pronunciation is perhaps THE most important element in effective spoken communication. Yet it is much maligned and frequently overlooked in favour of vocabulary, grammar and reading etc. Even poor old writing which is often seen as the poor cousin in English teaching receives more attention than pronunciation.

But why is this? There are many reasons most teachers and schools do not teach pronunciation.

  • Teachers who train for their Certificate in English Language Teaching to Adults (CELTA) generally do not get taught the importance of pronunciation during the course. The focus is on lesson planning and structure, group dynamics and lesson management, ‘how to teach’…rather than ‘what to teach’.
  • Most English language teachers embark on a career in EFL without having learnt or studied pronunciation or linguistics
  • Most schools do not include pronunciation in their curriculum and consequently even if the teacher has previously learnt about phonetics, intonation, syllable stress etc, they quickly forget it through non use
  • If you teach overseas most of your classes are monolingual groups. I used to teach groups of around 15 Indonesian students. All had the same pronunciation difficulties which could be easily attended to. But when a Japanese or Korean student joined the class, the problems in communication between students (and the teacher too) became very apparent and problematic – because their pronunciation was so different
  • Students don’t feel the need to learn pronunciation…’It’s boring/ unnecessary/irrelevant’ They want vocabulary and grammar instead. That is until they try speaking with a native speaker or other English language learner, perhaps over the phone, in a meeting etc and while the student has excellent vocabulary and grammar and speaks very well, the reaction they receive is ‘Huh? Sorry, I don’t understand….”
  • There has been a global shift towards a generic ‘American’ accent amongst learners. Many of my students in Indonesia and Malaysia spoke English with an American inflection…or a ‘twang’ They sounded quite American and I was impressed. When I asked if they had an American father or mother or if they had spent time living in the States or Canada very often the answer was no. They had never left their country. Really?….Yes, a constant diet of MTV, American films and television series had seen them develop an accent more in line with Los Angeles than Jakarta or Kuala Lumpur.
  • The globalisation of accent in learners does not however account for the vast majority of learners from a huge variety of linguistic backgrounds. All of whom present particular problems with learning how to formulate correct vowel and consonant sounds, effective stress and rhythm and nuanced, communicative intonation. Take a learner (one of the over 1 billion people learning English currently) from Russia, Italy, Saudi Arabia, Japan, Mexico and Algeria and you will discover a huge difference in how their English sounds…a complex pattern of sounds, dropped consonant endings, flat monotones, exaggerated intonation, confused consonant sounds, flattened vowels, unusual word stress etc etc. It is a linguistic minefield
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This way to better English….help your English take off with pronunciation

Luckily I have worked in a school where pronunciation was given equal importance as reading, listening, speaking, writing, grammar and vocabulary. Two lessons per week were devoted to improving pronunciation. When you have a class of 6 students comprising a Swiss, Spaniard, Russian, Brazilian, Kuwaiti and Japanese you can understand why pronunciation was so necessary.

Many of the students experienced exactly the same problems in their first few days at the school. Based in the West Midlands of England, the students were immediately exposed to native English speakers in every situation. From interacting with a host family, taking a bus to school, buying lunch or train tickets, asking the way, buying a pint in a pub or ordering their fish and chips….

This is a summary of what they found

  • “I can understand the teacher and the staff in the school, but I can’t understand people in the city….Why?!” The reason is simple. As teachers we speak with a clearer, more careful pronunciation dependent on the level of the student. In the ‘real world’ outside of class the students were faced with ‘fast native speech’. I explained that actually they did understand. They knew all the individual words…But it was the speed and the way native speakers link or connect words together that was the problem.

One student panicked in a shop when the assistant asked her..”Wudyalikabag?”…Say it quickly and it is one very fast utterance.. a noise. But we are used to hearing it in context, regularly. The student looked to me for help. “Would..you..like..a..bag?” Ah, I understand she said. She knew the words, the sentence. Easy. But it was understanding fast speech that caused all her problems

  • They expected most people to speak English with a standard English accent; ‘Received Pronunciation’. The English they would most probably have heard via course book listening exercises, the BBC radio and online…’Oxford English’ as it is sometimes known. What they discovered was a variety of English accents which often changed in a very short geographical distance. Within 120 miles / 200km of our school the accents of Birmingham, Wales, Oxford, Bristol, London, Manchester and Liverpool were as diverse and different as you could find.
  • Added to the accents the students experienced a range of dialect….vocabulary and expressions, idiomatic language that caused them more problems in following native speaker pronunciation.
  • When they spoke to native speakers, although most people tried to help and were patient in listening, some would get frustrated and a few would walk off or say ‘no, sorry, can’t help you’. Not very nice. But the root cause was not bad grammar or poor vocabulary. It was how the student asked the question. The use of pronunciation. Take an example of a pleasant, friendly Russian man. Let’s call him Vladimir. He approached a person and asked ‘Can you tell me way to station?’ However his natural tendency as a Russian speaker is to speak with a very low monotone. A flat ___________________________ sentence. No up and down, rise and fall.

“can….you…tell…me…way…to…station?” – Of course there a couple of articles (the) missing; typical of Russian speakers. And can would be better as ‘could’…and don’t forget…’Excuse me….please?’ People would not answer. People would walk away. Why? Grammar, vocabulary…missed article?

No. A low, monotone sounds angry, sad, fed up, bored, aggressive, annoyed, tired, direct, impolite etc etc….. Vladimir soon learnt the importance of rise and fall in intonation to create the correct feeling and to get the appropriate response from the listener.

  • With a few structured lessons looking at individual aspects of pronunciation such as shifting syllable stress (I want to reCORD a new REcord….We would like to preSENT you with a leaving PRESent), word stress – SUpermarket…not (French speakers) suPER marKEET , intonation and understanding common fast expressions (gonna wanna gotta d’ya (do / did you?))  students very quickly adapted to their new environment and began to understand and communicate more comfortably both in and outside of school.
  • Once students had studied pronunciation, almost every one said how important they felt it to be in helping them improve. And they could understand why their meetings, presentations, conversations, phone calls etc, were unsuccessful  and frustrating previously.

As some students quickly realised, there is a very big difference between these sentences; (say them quickly)

“This is Mr Peter Smith, my boss. He is a very IMportant man”

“This is Mr peter Smith, my boss. He is a very imPORTant man”

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No matter your nationality or language, improving your pronunciation is essential to communication and confidence in English

So, in summary, what is the value of learning pronunciation, or in teaching it?

  • Students are able to make progress more quickly, by developing more effective spoken skills. Their pronunciation supports their development of the other key skills and allows them to be more successful in all conversational and speaking situations.
  • Students lose the fear of speaking publicly, the worry that ‘no one will understand me’. They quickly gain confidence in the knowledge that native speakers and other language learners of all linguistic backgrounds can understand what they say.
  • Students develop a more natural and fluent way of speaking. They begin to eliminate errors that cause confusion or a poor, unexpected reaction (e.g losing their monotone speech or overly exaggerated sentences).
  • Teachers are able to create a more harmonious and collective learning environment within their classes as everyone understands everyone else!
  • Teachers can introduce realistic role plays, authentic listening materials and ideas that can be immediately put to use outside of the classroom environment (whether in a native English speaking country or even in watching native level English video, Skype calls, meetings with expatriate native speakers etc).
  • While vocabulary and grammar are essential, without effective pronunciation, a breakdown in communication is inevitable.
  • Pronunciation lessons do not have to be boring, uninspiring and irrelevant. They can be exciting and varied. They can be pitched at every level from beginner to advanced.  Even beginners need to understand ‘Wasyaname?’ ‘Whereyafrum?’and ‘D’yahav’nyquestions?’
  • Pronunciation is often neglected in EFL, but if you incorporate pronunciation into your lessons and curriculum, you will be gaining a significant advantage over teachers and schools who ignore pronunciation.
  • The improvement in student confidence, ability to be understood and to understand other speakers of English is often very rapid. Pronunciation can be the catalyst to accelerated learning and overall improvement in their English level.

As part of my online English teaching, I am happy to focus on aspects of pronunciation that students find problematic. This could include voice coaching for presentations, conversational techniques, intonation or individual phonetic sound problems. All you need to do is ask …although when speaking to you, I may be able to advise you immediately which aspect of pronunciation you would benefit from working on.

Good luck!

Tony Frobisher