Return-Path: <nifl-esl@literacy.nifl.gov>
Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h244QfP22044; Mon, 3 Mar 2003 23:26:42 -0500 (EST)
Date: Mon, 3 Mar 2003 23:26:42 -0500 (EST)
Message-Id: <000b01c2e206$2165dc40$6501a8c0@cableone.net>
Errors-To: listowner@literacy.nifl.gov
Reply-To: nifl-esl@literacy.nifl.gov
Originator: nifl-esl@literacy.nifl.gov
Sender: nifl-esl@literacy.nifl.gov
Precedence: bulk
From: "Richard Russell" <richtiger@cableone.net>
To: Multiple recipients of list <nifl-esl@literacy.nifl.gov>
Subject: [NIFL-ESL:8728] Re: "comprehension"- "production" - pronunciation
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Mailer: Microsoft Outlook Express 6.00.2800.1106
Content-Transfer-Encoding: 7bit
Content-Type: text/plain;
Status: O
Content-Length: 1061
Lines: 30
From: "Dottie Shattuck"
> I teach beginning adults ("Intro" at my community college) -- sometimes
20-45
> people. They need pronunciation NOW! They have jobs, families, medical
> appointments, etc. They must communicate NOW. They usually don't have
the luxury
> of a silent period.
Sometimes circumstances aren't ideal and we have to teach according to those
circumstances.
For example, even though we may want to put foreign students in cooperative
groups, they may think they should be sitting in rows of seats. We may have
to meet their expectations at first and gradually bring them around to our
pedagogy.
If ungrammatical speech that's difficult to understand is necessary for
survival, I say, "Let's teach 'em to speak the first day they're in class."
Whether we're talking about pronunciation or just about any other topic in
ESL teaching and learning, there are hardly ever any "untouchable"
principles. So much depends on the particular teacher, the particular
students, the particular situation.
Richard Russell
richtiger@cableone.net
This archive was generated by hypermail 2b30 : Thu Mar 11 2004 - 12:15:47 EST