Where the Grass is Greener: How to Learn Anywhere (A year of inspired insights #9)

July 24, 2012

Don’t you just hate being cooped up in a classroom during the summer?

When I teach language during the summer months, I often take my university class outside to sit on the grass. We take our textbooks with us and do our lesson sitting in a circle somewhere quiet outside. For the most part, I try to stick with the lesson that we have planned for that day. It makes me sad that much of my teaching career has been governed too heavily by a curriculum that dictates what we must learn on any given day.

Every now and then, I rebel. The results are as inspiring as they are effective.

Once I told my students to forget about the textbook. I said, “Much of the real world vocabulary that we need to know is not in the textbooks. And a lot of what is in the textbook is not really useful in the real world. Look around. What are some every day items that you do not know the names for? Point or use the phrase we have learned in class for “How do you say…?”

We spent the entire hour learning vocabulary of every day items that were all around us.  We spoke only in the target language. Students learned to be resourceful with their body language to point, shrug and use facial expressions to express what they wanted to learn.

The students were engaged and energized. They were learning words that made sense to them in a real-wold context. They also realized how much they did not know… and how much they wanted to learn.

We not only said the words aloud, we made lists of the words. I spelled the words out using the alphabet. This encouraged them to listen closely and practice using the alphabet to spell out words.

Once we had a list of forty words or so, we began to categorize them. We came up with categories together that included: “nature” (grass, trees, etc.), “buildings” (library, student centre, etc.), “structures” (bench, stairs), “art” (poster, statue) and “other things you find outdoors” (bus stop, garbage can, etc.)

We not only learned vocabulary, we practiced spelling, listening, non-verbal communication and critical thinking skills to group the vocabulary words in a logical manner.

Often, finding inspiration in a textbook is difficult. But learning, that can happen anywhere.

5 Strategies to Learn Anywhere

1. Ditch the textbook. It may not be possible to avoid using a textbook most of the time, but every now and again, a teacher’s creativity, experience and wisdom are enough to shape an effective learning experience.

2. Involve the students in the learning design. Ask them what they want to learn. If you are using a “learn anywhere” approach for a second language, challenge your students to communicate using the target language. Also, have them tap into their inner resilience and problem-solving skills to use body language and gestures to communicate.

3. Incorporate scaffolding. In the activity I shared with you above, we looped back to the alphabet they had learned some weeks earlier. They had to work hard to remember it and use it again in an authentic context. As you incorporate previous knowledge and skills they have learned, you encourage them to internalize them even more.

4. Create order from chaos. After we did some brainstorming and generated numerous vocabulary words, we began to categorize them. This helped the students organize the material they had just learned in a meaningful way. The idea is not to impose order, so much as create it. The students had a say in the categories we developed. There is nothing wrong with random learning, but organizing the new material can help some students make sense of it.

5. Relate your learning to the real world. There is no point of learning in the real world if it is just an academic exercise. Get students to think about how and when they would use what they have learned. Link something as simple as learning new vocabulary to real world skills such as learning how to ask the names of things. This builds their resourcefulness and problem-solving skills.

Learning is a lifelong process. The opportunity to learn new knowledge and skills are around us every day. I love books, and I also believe that there is as much (if not more) to be learned outside books, as can be learned from inside them.

Go outside and learn this summer.

Related posts:

A year of inspired insights #8: A language teacher’s legacy

A year of inspired insights #7: What to do when a student hates technology

A year of inspired insights #6: You can raise me up: The lasting impact of a teacher’s words

A year of inspired insights #5: When reason falls on deaf ears

A year of inspired insights #4: How teaching Spanish to a deaf multilingual student opened my eyes

A year of inspired insights #3: Servant leadership in the scullery

A year of inspired insights #2: Conversations change everything

A year of inspired insights #1: There’s a silver lining in every ambulance

My 2012 resolution project: A year of inspired insights

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


Can TV can help you learn another language?

May 24, 2012

Recently someone asked me if watching TV in another language is a good way to learn that language. The answer is… it depends. There are a number of benefits and also a number of factors that may not benefit the learner. Here’s my take on it:

The good

Watching TV exposes you to authentic language, spoken by native speakers. The vocabulary and grammar that students are exposed to in textbooks is carefully controlled to make the learning process methodical. However, real life is not so methodical. By watching TV, you can get a sense of what authentic language sounds like.

You get accustomed to the real rate of speech of the language. Languages are spoken at different speeds. Proper language learning materials will often slow down the speech so that learners can process what they are hearing more effectively. TV is an excellent way to get used to the regular speed at which native speakers talk.

You can learn colloquialisms and slang. Learners often want to master informal jargon and slang not only to understand native speakers, but also to sound like they “fit in”. TV shows often showcase popular slang at the time the show was produced. Slang is presented in a particular social context, among speakers who are likely to use it. The downside to this is that learners still have to master when and how to use the slang in an acceptable way in their own social circles.

The bad

The grammar and syntax of TV are not always correct. TV may represent authentic language, but let’s face it, the real world is far messier than a textbook. TV is a lousy place to learn proper language structure.

Learners can develop language habits that may cause others to laugh at them. TV characters often develop, in part, due to the way the writers script their characters. Sometimes they are given particular words or sayings that, after many repetitions, will become part of their character’s “brand” (Quick! Who do you think of when you hear, “Bazinga!” or “Beam me up, Scotty” or “D’oh!”) Language learners need to know how to distinguish between what is an accepted part of normal speech and what is peculiar to a particular show or character. If they miss the mark, they may find themselves the object of some ridicule.

The ugly

Frustrations can escalate quickly. Learners may find they become frustrated easily when they can not understand a TV program. This may be more likely to happen if they are watching a show with a group of native speakers or others who are more advanced. For the “Type A” personality who demands nothing short of absolute perfection from themselves, watching TV can be a frustrating experience because until your proficiency levels are high, it is unlikely that you will be able to absorb much of what happens.

My recommendations

Watch the news. Newscasters are trained to speak clearly and articulate their words precisely. They also do not use much slang. If you also follow the news in your native language you may have a sense of what some of the news stories are about, giving you contextual clues that can help you understand what is being said.

Avoid comedies. As much as we may love comedy shows in our native language, they are almost impossible to understand in a foreign languages, unless you are already very proficient. Comedy shows tend to use more slang and colloquialisms, making them harder for a language learner to decipher.

Use subtitles in the target language to help you. The “closed captioning” function of your TV to also project the written script of what is being said. Be aware that this service is not always 100% correct, but reading at the same time you are listening may decrease your frustration levels.

Use subtitles in your native language if you have to. If you are really a beginner and the TV show or movie is completely out of your grasp, then use the translated subtitles if your system allows you to. This is not the ideal situation, but it is preferable to sitting there in complete misery as you try to muddle your way through a program and not understanding a word of it.

Live interaction trumps watching TV – Get out and talk with people. For a language learner (or for anyone, really), social interaction with real, live people is probably a more effective way to develop your language skills. If you do not have access to native speakers in your area, then watching TV is not a bad way to get exposure to authentic language. But real-time face-to-face interaction helps you build both listening and speaking skills simultaneously.

Related post:

Learning to Talk Like Jesus: How TV shows in Sweden support the Aramaic revival in the Middle East –  http://wp.me/pNAh3-1q7

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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


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