What an amazing find! Thanks to Ozge Karaoglu, I now have the greatest tool for checking how words are pronounced: by real people, in real-life contexts, in different situations. All this through YouTube videos. The search is incredibly fast: if you enter a word like ‘privacy’, you get more than 6 thousand hits and can watch every clip one by one and see how this or that particular speaker says it. There are also subs, which show conveniently large on the screen, and pronunciation tips if you scroll down. And you can actually filter speakers by region! (Yes, I do prefer to say ‘privacy’ as if the syllable is closed, and you?) A perfect teaching aid in and out of the classroom – but be warned, I’ve been watching videos all morning.
Now, this post deserves a long and careful reading! Martha Ramirez will take you through all the stages of preparing, teaching and reflecting on a flipped lesson which was designed to help students with pronunciation, -ed and -(e)s verb endings. What is particularly valuable is how the setup of all the stations is described and justified: there are flipped stations and practice stations, and a special discussion station that allows the learners to spend their time practising while waiting for their turn. And the students got the checklist to help them select relevant stations and track their progress – a great idea which compensates for the slightly chaotic nature of flips.
If you haven’t tried in-class flipping yet, you’ll have no excuse now.
If your students are unhappy about some complexities of English spelling, or irregular plurals, just quote Beowulf to them! This rendition of Beowulf in the original can help your prepare. There is an interesting article to go with it, with quotes from the performer, who is an MIT medievalist:
“Besides being the language of Rohan in the novels of Tolkien, Old English is a language of long, cold, and lonely winters; of haunting beauty found in unexpected places; and of unshakable resolve in the face of insurmountable odds.”
Beautiful, isn’t it?
If you haven’t read this post by Barbara Hoskins Sakamoto yet, you are in for a real treat. It features a video with none other than Carolyn Graham, who is showing conference participants how to make their own jazz chants. You don’t have to watch the video to get the idea, but those 10 minutes will be worth it, especially the live performance at the end. There are a few well-chosen links for extra reading at the end of the article, but I am already convinced: this is the perfect drill.
Not very academic, but an entertaining read nonetheless: how English in certain urban areas is predicted to change under the influence of new cultures and technology. Glottal stops, consonant smushing and emojis – sounds like goo’ noos to me. And what do you fink?
If you were the owner of this castle, what kind of English would you speak? I bet a wonderfully refined variety of RP. Or perhaps you would have a slight Hungarian, German or Slavonic accent. Somehow I find this entertaining rather than prejudiced, but the author of this article has more to say about English accents and the dark side of their use in films and TV shows.
Compare this to David Crystal’s take on the changing perception of accents. So, what English do we teach?
Inspired by a student in my Academic English lesson who said she doesn’t appreciate longreads: here’s a video which is just over 4 minutes. It’s a great explanation of how foreign accents are formed by the process of approximation. In fact, when we are mispronouncing a phoneme, we are picking the wrong tool from our vocal toolbox. It can do the job, but seems slightly off. So, do we teach students to pick the right tools? And how far can we go?