APPLIED ENGLISH/SPANISH PHONOLOGY AND PROBLEM ANALYSIS

OBJECTIVES: To introduce ESL instructors to American English phonology, including basic phonemics and a review of phonetics, including the contrasting sounds of both English and Spanish, that cause an extensive array of problems for Spanish speakers learning English. By learning the causes of the problems, the instructor is better equipped to solve both listening (discrimination) and speaking (production) problems. This workshop concentrates on the spoken language, in the belief, that students, who receive early training in these skills, are better equipped to understand and to be understood sooner. These students can also learn to read better in the future, equipped with some of the same assets that native speakers of English bring to the reading classroom. Instructors who utilize phonological information are better equipped to help Spanish speakers and learn techniques to analyze problems that speakers of other languages may have. This workshop is also useful for Spanish-language instructors working with U.S. American students.

TIME: Four hours.
PREREQUISITES: None.
EQUIPMENT REQUIRED:
Overhead projector and a marker board.
OPTIMUM NUMBER OF PARTICIPANTS RECOMMENDED:
20-30. MAXIMUM 50.

MATERIALS: Handouts on the workshop will be provided, as well as a new text "Listen and Speak; Applied Phonology for ESL Teachers of Spanish-Speaking Students" (©2006 Ted Klein). Exercises in this book are immediately usable in the classroom for Spanish speakers and speakers of many other languages and will be accompanied by an audio compact disc.

TEACHING ENGLISH
FROM DAY ONE

OBJECTIVES: To introduce ESL instructors to holistic/non-translation techniques aimed at bringing non-native speakers of English to a functional level of comprehension and production as quickly as possible. Concentration is on performance, rather than information about the language. Methods introduced, including 20 skill-based types of exercises that seem to enhance students' abilities to function in English and to think in their new language, as soon as possible. Emphasis is on frequent and constant reinforcement of each skill. Techniques used are applicable in classrooms, where neither the instructor nor the student, knows the other's language when the class begins. Each of the skill-based criteria is easily and objectively measurable, on a regular and frequent basis if required, on a zero to five scoring system. A student who can meet the 20 criteria at higher levels is functionally ready for valid proficiency testing. Most of these techniques are also quite useful for students at more advanced levels, particularly for those who have been "educated rather than trained" in English, and who have problems in functionality, particularly in the spoken language. This workshop is based on the belief that language process is as important as language content. Thorough acquisition of certain basic skills equips the students to continue and grow in the target language, in and out of the classroom.

TIME: Four hours.
PREREQUISITES: The Applied Phonology Workshop is highly recommended, first, to get the most out of this workshop.
EQUIPMENT REQUIRED:
Overhead projector and a marker board.
OPTIMUM NUMBER OF PARTICIPANTS:

20-30. MAXIMUM: 50.

MATERIALS: Handouts on the workshop will be provided. A new text written by Ted Klein, "Teaching English from Day One," (TEDO) will be provided for each participant. It is coil bound and contains an Instructor Guide, a Performance Measurement Form and an Instructor Manual. The manual contains numerous exercises that can be copied and used in the classroom, including a release for their duplication. Each participant will be provided with a list of materials used in the instructor's "Bag of Tricks," in advance of the workshop. Participants who didn't attend the Applied Phonology Workshop will also need the CD "Vowel Hatch Exercises."

CROSS-CULTURAL WORKSHOP FOR ESL INSTRUCTORS
(New in 2005)

OBJECTIVES: To prepare ESL instructors and their students to work comfortably and effectively with persons from others cultures, by minimizing barriers caused by differences. The workshop gives useful tools to ESL instructors, enabling them to assist their students in the process of assimilation into the U.S. American culture. This helps the students to adjust to new ways of doing things so that they may be more employable, socially adept and able to minimize culture shock, while retaining their own cultural identities. Participants in this workshop will get a thorough introduction to what culture is and how it affects persons living in new environments. Features that confuse visitors and immigrants in the U.S.A. will be discussed and ESL instructors will learn methods and sources to integrate language and intercultural training in the classroom, on both the cognitive and experiential levels. Different is O.K.

TIME: Four hours.
PREREQUISITES: None.
EQUIPMENT REQUIRED:
Overhead projector and a marker board.
OPTIMUM NUMBER OF PARTICIPANTS:

20.

MATERIALS: Handouts on the workshop will be provided. A text written by Ted Klein, "A Field Workbook in Intercultural Communication," will be provided for each participant. This text contains a wide-ranging variety of cultural features in workbook format, useful to both instructors and their students. Instructors can copy parts of this text and use them as research assignments for their students.