[EnglishLanguage 2342] Re: Multiple language learning

kathleen morgan dezreen at excite.com
Wed May 7 14:14:58 EDT 2008

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>From what I learned in my applied linguistics grad work and in what I've experienced in language learning, a great deal of language learning is subconscious. Some studies show up to 80% but I think there are too many variables to control to get an accurate estimate. I encourage my students to listen to radio/TV as background noise in the target language for this reason. It is also why I believe that allowing time to let the subconscious work is essential.

But does playing background language while a child sleeps have any effect on language use later in life? Without looking at specific research, my initial thoughts are full of doubt. If the child is not using the language, they are not making other essential subconscious connections or in other words they are not using their entire 'language' brain. If a child has some proficiency of use from the first 1-3 years of life, this can be re-triggered to some extent later in life, but is not guaranteed. For example, just because a child spoke Mandarin before they were adopted into a North American home from China doesn't mean they'll be able to recreate sounds when they are 10.

I tend to think that if anything, listening to sounds might cause the brain to engage and grow even if it is not attaining any sort of lang. proficiency. I often wonder if this is the benefit of early childhood language classes. The goal is not to use another language but to gain exposure and to get the brain engaged.

--- On Wed 05/07, Martin Senger < MSenger at GECAC.org > wrote:
From: Martin Senger [mailto: MSenger at GECAC.org]
To: englishlanguage at nifl.gov
Date: Wed, 7 May 2008 08:16:29 -0400
Subject: [EnglishLanguage 2336] Re: Multiple language learning

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Pax all!<o:p></o:p>

<o:p> </o:p>

I think I should clarify what I am
proposing. I was just wondering if someone passively exposed a child (less than
three years of age) to the sounds of different languages, would that child
retain the ability to recognize those sounds later
in life. Some research states that if a child is not exposed to a sound in the
first three years of life, then the ability for the brain to recognize that
sound later (when learning a second language) is limited, or even precluded.<o:p></o:p>

<o:p> </o:p>

Also, to play devil’s advocate,
would passive learning on a limited basis (recorded samples of a language)
provide any long-term benefit for second language acquisition? I am not a
researcher, nor a holder of advanced degrees; I am simply an ESL teacher with a
curious mind!<o:p></o:p>

<o:p> </o:p>

<div>

Martin E. Senger<o:p></o:p>

Adult ESL Teacher<o:p></o:p>

GECAC / The R. Benjamin
Wiley <st1:place><st1:PlaceName>Learning</st1:PlaceName> <st1:PlaceType>Center</st1:PlaceType></st1:place><o:p></o:p>

<st1:place><st1:City>Erie</st1:City>, <st1:State>Pa</st1:State></st1:place><o:p></o:p>

</div>

<o:p> </o:p>

-----Original Message----- 
From:
englishlanguage-bounces at nifl.gov [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Martin Senger 
Sent: <st1:date
Month="5" Day="6" Year="2008">Tuesday, May 06, 2008</st1:date> <st1:time
Hour="14" Minute="7">2:07 PM</st1:time> 
To: The Adult English Language
Learners Discussion List 
Subject: [EnglishLanguage 2331]
Multiple language learning

<o:p> </o:p>

Pax all!<o:p></o:p>

<o:p> </o:p>

Praised be for the
Internet! I did a quick google, and found the tem “hypnopedia.” It
refers explicitly to learning while sleeping. While pretty much debunked for general
learning, I saw nothing which talks strictly about sound processing. Just from
my own experience, there may be something to it. I know, from the
aforementioned 4 & 2-year olds, if they make even the slightest
“odd” sound while I am sleeping, I am instantly wide awake. I then
listen intently (hence the “wide awake”) to hear any follow-up
sounds worth investigating. So, that must mean my brain is in some way
processing some sounds.<o:p></o:p>

<o:p> </o:p>

Now I am not saying you
could learn another “language” while sleeping, but is it possible
that we could introduce, or maybe even “teach” new language sounds
to the sleeping brain? What say you?<o:p></o:p>

<o:p> </o:p>

<div>

Martin E. Senger<o:p></o:p>

Adult ESL Teacher<o:p></o:p>

GECAC / The R. Benjamin Wiley <st1:place><st1:PlaceName>Learning</st1:PlaceName> <st1:PlaceType>Center</st1:PlaceType></st1:place><o:p></o:p>

<st1:place><st1:City>Erie</st1:City>, <st1:State>Pa</st1:State></st1:place><o:p></o:p>

</div>

<o:p> </o:p>

-----Original Message----- 
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On
Behalf Of Andrea Canter 
Sent: <st1:date
Month="5" Day="6" Year="2008">Tuesday, May 06, 2008</st1:date> <st1:time
Hour="13" Minute="4">1:04 PM</st1:time> 
To: englishlanguage at nifl.gov 
Subject: [EnglishLanguage 2328]
Re: EnglishLanguage Digest, Vol 32, Issue 15<o:p></o:p>

<o:p> </o:p>

Robin, 
 
Are their books pretty accessible to lay-people? 
 
Andrea 
<![if !supportLineBreakNewLine]> 
<![endif]><o:p></o:p>

<div>

On Tue, <st1:date Month="5" Day="6"
Year="2008">May 6, 2008</st1:date> at <st1:time Hour="8" Minute="23">8:23 AM</st1:time>,
<<a href="mailto:englishlanguage-request at nifl.gov">englishlanguage-request at nifl.gov</a>>
wrote:<o:p></o:p>

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Today's Topics: 
 
1. [EnglishLanguage 2322] Re: EnglishLanguage Digest, Vol 32, 
Issue 6 (<a href="mailto:robinschwarz1 at aol.com">robinschwarz1 at aol.com</a>) 
 
 
---------------------------------------------------------------------- 
 
Message: 1 
Date: <st1:date Month="5" Day="5" Year="2008">Mon, 05 May 2008</st1:date>
<st1:time Hour="22" Minute="38">22:38:24</st1:time> -0400 
From: <a href="mailto:robinschwarz1 at aol.com">robinschwarz1 at aol.com</a> 
Subject: [EnglishLanguage 2322] Re: EnglishLanguage Digest, Vol 32, 
Issue 6 
To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a> 
Message-ID: <<a
href="mailto:8CA7D3963B24F38-A40-24F7 at webmail-me15.sysops.aol.com">8CA7D3963B24F38-A40-24F7 at webmail-me15.sysops.aol.com</a>> 
Content-Type: text/plain; charset="us-ascii" 
 
 
Andrea--there is a whole field devoted to multiple language acquisition.?
Two researchers who have written or edited books about this are De Angelis and
Selinker--they published one in 2001 and another in 2007.? 
 
Robin Schwarz 
 
 
 
 
 
 
 
-----Original Message----- 
From: Andrea Canter <<a href="mailto:lucidpandora at gmail.com">lucidpandora at gmail.com</a>> 
To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a> 
Sent: <st1:date Month="5" Day="3" Year="2008">Sat, 3 May 2008</st1:date> <st1:time
Hour="21" Minute="11">9:11 pm</st1:time> 
Subject: [EnglishLanguage 2315] Re: EnglishLanguage Digest, Vol 32, Issue 6 
 
 
 
 
 
 
 
 
 
I am curious how 3rd and 4th language learning differs from 2nd language
learning. In my own experience, once I started learning beyond the second
language I found myself getting all my languages confused. I would think and
say words in French when I was trying to speak German and vice versa. This is
good in respect to exercising the ability to think in another language, but obviously
very cumbersome. Is this normally what happens? Is there ANY research on it at
all? 
 
 
Andrea Canter 
 
 
 
On Sat, <st1:date Month="5" Day="3" Year="2008">May 3, 2008</st1:date> at <st1:time
Hour="20" Minute="18">8:18 PM</st1:time>, <<a
href="mailto:englishlanguage-request at nifl.gov">englishlanguage-request at nifl.gov</a>>
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Today's Topics: 
 
 
 
? 1. [EnglishLanguage 2304] Re: Minimal pairs (<a
href="mailto:robinschwarz1 at aol.com">robinschwarz1 at aol.com</a>) 
 
? 2. [EnglishLanguage 2305] Re: Minimal pairs (Michael Tate) 
 
 
 
 
 
---------------------------------------------------------------------- 
 
 
 
Message: 1 
 
Date: <st1:date Month="5" Day="2" Year="2008">Fri, 02 May 2008</st1:date> <st1:time
Hour="17" Minute="10">17:10:27</st1:time> -0400 
 
From: <a href="mailto:robinschwarz1 at aol.com">robinschwarz1 at aol.com</a> 
 
Subject: [EnglishLanguage 2304] Re: Minimal pairs 
 
To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a> 
 
Message-ID: <<a
href="mailto:8CA7AB013B6B464-9C0-228A at webmail-dd18.sysops.aol.com">8CA7AB013B6B464-9C0-228A at webmail-dd18.sysops.aol.com</a>> 
 
Content-Type: text/plain; charset="us-ascii" 
 
 
 
 
 
?See the work of Virginia Kuhl at the U of Washington, who is a neuroscientist,
as well as the work of Norman Segalowitz, and his colleagues Gatbonton and
Trofimovich, who do studies on adult language acquisition for starters. This
latter group, especially Gatbonton, have theories about the progression of acquisition
of phonological information (i.e. sounds) in language acquisition. Gatbonton's
framework shows that this acquisition is gradual and predictable and subject to
exposure to native language speakers. ? These researchers do not comment on the
brain's ability to process language sounds. ? 
 
 
 
 
 
I find one has to dig deep in the literature of neuroscience to find the
information on how the brain processes language sounds as it matures, but Kuhl
is recognized as one of the lead researchers on this process.? It has been very
frustrating to me that ESL as a field tends to ignore neuroscience and its
information on how the brain learns language(s) as well as the information
coming out of international reading research, which now also includes studies
on the brain and how languages are differentiated in it.? In addition, I feel
that the whole field of multiple language acquisition is equally ignored.?
Acquiring a third or fourth language is a very different process from acquiring
a second language.? As near as I can tell, a very large percentage, maybe the
majority, of our adult ESOL learners already speak two or more languages when
they begin to learn English, so I feel we should be looking at the field of
multiple language acquisition much more than at second language a 
 
 
 
 
?cquisition .?? 
 
 
 
Robin Lovrien Schwarz 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
-----Original Message----- 
 
From: Sally Bishop <<a href="mailto:s.bishop at aggiemail.usu.edu">s.bishop at aggiemail.usu.edu</a>> 
 
To: The Adult English Language Learners Discussion List <<a
href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a>> 
 
Sent: <st1:date Month="5" Day="2" Year="2008">Fri, 2 May 2008</st1:date> <st1:time
Hour="15" Minute="46">3:46 pm</st1:time> 
 
Subject: [EnglishLanguage 2301] Re: Minimal pairs 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Do you have research you can site on this comment: " 
 
Bear in mind, however, that neuroscience and many decades of <st1:place>SLA</st1:place>
study 
 
are clear on the fact that adults will not acquire very accurate 
 
pronunciation of foreign sounds because the brain of an adult language 
 
learner does not process unfamiliar sounds effectively and does not 
 
translate them into speech gestures ( i.e. pronunciation) accurately 
 
anymore.?? Thus accents." 
 
 
 
S Bishop 
 
 
 
 
 
On <st1:date Month="5" Day="2" Year="2008">Fri, May 2, 2008</st1:date> at <st1:time
Hour="13" Minute="46">1:46 PM</st1:time>, ?<<a
href="mailto:robinschwarz1 at aol.com">robinschwarz1 at aol.com</a>> wrote: 
 
 
 
 
 
 
 
 
 
?An even better book for minimal pairs is Pronunciation Contrasts in English (
Nilsen & Nilsen) available in both old and new editions at
Amazon.com./textbooks.? This book has ONLY minimal pairs of all contrasts in
English and each page includes a) a list of languages for which that particular
contrast is a problem, b) drawings of the mouth in both positions (actually
side views) c) a set of minimal pair sentences with context d) a set of
sentences with no context help (e.g. There is a bug/bag on the table.)?? and e)
a complete list of all minimal pairs for that contrast.? It is an invaluable
teaching resource.? Pronunciation Pairs is a good place to start if you are
unfamiliar with the practice of minimal pairs, but it does not go far enough
for review and mastery.? Learners typically memorize the contrasting words in
the pairsin that book in lightning time, but do not generalize that skill to o 
 
 
 
?ther pairs, in my experience. 
 
 
 
 
 
 
 
I teach minimal pairs for the purpose of phoneme isolation and manipulation
(auditory perception) -- a by-product of that instruction is better
pronunciation.? I? know there has been discussion here previously about the
effectiveness of MPs out of context.? I do both-- a lot of non-contextualized
practice and a LOT of contextualized practice, and have always seen a clear
improvement--and learners report clear improvement.? Teachers I coach who use
this say their learners BEG for this practice. When teachers use this, or I use
this approach, I emphasize that it is NOT a vocabulary exercise, but rather an
auditory discrimination practice and practice in associating specific sounds
with specific spellings.? Students often resist not knowing the meanings, but
the minute you include meanings, the listening part goes away.? Different brain
pathways are in play.?? 
 
 
 
 
 
 
 
 
 
 
 
Bear in mind, however, that neuroscience and many decades of SLA study are
clear on the fact that adults will not acquire very accurate pronunciation of
foreign sounds because the brain of an adult language learner does not process
unfamiliar sounds effectively and does not translate them into speech gestures
( i.e. pronunciation) accurately anymore.?? Thus accents.? 
 
 
 
 
 
 
 
 
 
 
 
An interesting study on adult Japanese showed that adults COULD learn to say L
vs r? more accurately in a study environment, but could not generalize the new
skill to informal conversation.? Nonetheless, pronunciation experts ARE able to
achieve improvement, if not perfection.? There are LOTS of pronunciation aids
out there- videos, software, etc--Rosetta Stone has a feature where learners
can see a visigraph of what they say compared to a native model.? Learners LOVE
this and it apparently helps a LOT.?? I heard a terrific presenter at the ACE
of <st1:State><st1:place>Florida</st1:place></st1:State> conference last fall
who does adult ESL pronunciation improvement. She uses LOTS of minimal pair
practice and she emphasized the fact that to achieve improvement, you must do
100% correction.? That is, no error goes unnoticed and uncorrected. This is
essentially what the study on Japanese did as well.? Obviously, you must have your
learners' buy-in to do that or they will cry in fr 
 
 
 
?ustr 
 
?ation.?? She does it as part of a pronunciation improvement course where
learners are there precisely to have their speech corrected. ? 
 
 
 
 
 
 
 
Mirrors are GREAT, as are "whisperphones"--those devices which look
like telephone receivers into which the learner speaks and can hear him or
herself saying sounds. Adult learners typically cannot hear that they are not
producing the sounds you want them to.?? 
 
 
 
 
 
 
 
 
 
 
 
Don't forget as well, that speech pathologists can help a LOT in showing
learners how to place tongue and lips for more accurate pronunciation (as long
as they do not characterize speech differences that are the result of first
language differences as "speech impediments" or speech problems--these
are normal speech differences.). ? I have urged for over 20 years that adult
ESL should be working more closely with speech pathologists? to help learners
hear and pronounce better and to help determine if there really ARE
pronunciation problems even in first language.?? 
 
 
 
 
 
 
 
 
 
 
 
Robin Lovrien Schwarz 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
-----Original Message----- 
 
 
 
From: Ted Klein <<a href="mailto:taklein at austin.rr.com">taklein at austin.rr.com</a>> 
 
 
 
To: The Adult English Language Learners Discussion List <<a
href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a>> 
 
 
 
Sent: <st1:date Month="5" Day="2" Year="2008">Fri, 2 May 2008</st1:date> <st1:time
Hour="9" Minute="47">9:47 am</st1:time> 
 
 
 
Subject: [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol 31,Issue 18 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Emma, 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
May I suggest that?listening procedures in teaching vowel and 
 
consonant contrasts may be more important than pushing students into immediate 
 
repetition. A basic principle in phonological exercises of any kind is that 
 
listening and identification of sounds is of primary importance 
 
before attempting repetition. If a student can't discriminate 
 
the differences between two sounds, early attempts to produce them cause the 
 
students to hear their own voices and those of other class members nearby,? 
 
reinforcing existing problems. Identifying numerically seems to be the easiest 
 
and quickest route. If students can't correctly hear the sounds, particularly 
 
vowel sounds, they really can't make them. One of the problems with English is 
 
that we have more vowel and diphthong sounds than most languages we deal with 
 
and they are produced closer together. For example, Spanish has only one 
 
high-front vowel sound, that of "piso" and it is between the English
beat and 
 
bit sounds. I also have found that if we teach minimal pair listening in single 
 
words first, they should be followed by minimal sentences and then put into an 
 
open environment for speaking practice. Here is a sample exercise?for the 
 
same sounds that you gave, in medial position. Notice that consonants after the 
 
vowels are different, because of the fact that in English syllable length 
 
changes according to the consonants that follow:? beat (short) beef (half 
 
long) bead (long) and bees (very long). Try it. Most students have the most 
 
problems distinguishing the longer syllables. In Spanish, for example, all 
 
syllables remain short. Initial priority should always be given to the ears. 
 
 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
MEDIAL 
 
VOWEL EXERCISE-1 & 2-Track 6 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
-/i/-1??????????????????????????????????????????????????? 
 
-/I/-2 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
heat????????????????????????????????????????????????????? 
 
hit 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
cease??????????????????????????????????????????????????? 
 
sis 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
heed???????????????????????????????????????????????????? 
 
hid 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
keen???????????????????????????????????????????????????? 
 
kin 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
Lee's??????????????????????????????????????????????????? 
 
Liz 
 
 
 
 
 
 
 
 
 
??????????????????????? 
 
 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
bead???????????????????????????????????????????????????? 
 
bid 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????? 
 
It was a great heat.?????????????????????????????? 
 
It was a great hit. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
I saw a 
 
cease fire????????????????????????????????? 
 
I saw sis fire. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
We heed 
 
it.?????????????????????????????????????????? 
 
We hid it. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
They 
 
were keen.?????????????????????????????????? 
 
They were kin. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
It was 
 
Lee's.???????????????????????????????????????? 
 
It was Liz. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
See the 
 
bead.?????????????????????????????????????? 
 
See the bid. 
 
 
 
 
 
 
 
 
 
??????????????????????? 
 
 
 
 
 
 
 
 
 
 
 
??????? 
 
Don't hit it, heat it. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
Will your sis ever cease? 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
We heed it and they hid it. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
I'm keen to know her kin. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
Liz is at Lee's house. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
??????????????????????????????????? 
 
We bid on the bead. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
Here are the procedures that I use with my students. Vowel numbers are 
 
permanent and used to identify sounds all of the time. Beat and bit happen to 
 
have the permanent numbers one?and two:?? 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Put the pairs of words and 
 
their identifiers on the marker board. Students are encouraged to copy these 
 
words in their notebooks, but are not given copies of the complete exercises. 
 
Students are encouraged to tape any exercises in class, rather than practice 
 
from the written language. My students receive an audio compact disk of all 
 
vowel sounds on their first day. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
2. The instructor should repeat 
 
these pairs of words with numbers both horizontally and vertically for 
 
familiarization. Vowel numbers will remain consistent with numbers used in the 
 
vowel hatches. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
3. The instructor will go to the 
 
back of the room and call out words at random for the students to identify 
 
numerically. This identification exercises can be done as both group and 
 
individual exercises.? Example: HIT 
 
2,? HEAT 1, HEAT 1, CEASE? 1, SIS 2, etc. If numerical errors are 
 
heard, call out the correct number. When a majority of the students are able to 
 
call the numbers correctly, change to double words at random. HEAT HEAT 1, 
 
1,? HIT HEAT? 2, 1,? HIT? HIT 2, 2. HIT HEAT, 2, 1. etc. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
4. After most of the students are 
 
responding accurately to the minimal pairs, switch to the minimal sentence
pairs. These sentence 
 
exercises should all be performed without written reference. First repeat 
 
the sentences while the students listen. Next read the sentences at 
 
unpredictable random and have the students identify target words in a sentence 
 
environment numerically. This will be more difficult, but will help the
students 
 
to hear the sounds in a real structural environment. Continue this exercise
with 
 
the group and with individuals. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
Example:? It was a great heat. (1) It was a great 
 
hit (2) It was a great hit (2), etc. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
5. Finally give the students oral 
 
practice with?sentences in which the target sounds are in free 
 
environments.? "Don't hit it, heat 
 
it." Occasional corrections should be done gently, diplomatically and in
good 
 
humor. If vowels 1, 3, 8 and 10 sound "flat" students can be
instructed on how 
 
to make their mouth and throat muscles tense. To strengthen the oral and throat 
 
muscles takes time. Tongue twisters, "trabalenguas," which combine or
emphasize 
 
target sounds, are useful and students often enjoy and memorize them. 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
Vowel Numbers:? 1 
 
beat??? 2? bit??? 3? 
 
bait??? 4? bet??? 5? bat?? 6 
 
bot (fly)??? 7?bought???8 boat?? 
 
9?book?? 10 boot?? 11. but 
 
 
 
 
 
 
 
 
 
Diphthong 
 
Numbers??? 
 
6+2???lied????6+9?? 
 
loud????? 7+2??? Lloyd? 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
Cheers,?? Ted 
 
 
 
 
 
 
 
 
 
<a href="http://www.tedklein-ESL.com?" target="_blank">www.tedklein-ESL.com?</a>?? 
 
 
 
 
 
 
 
 
 
 
 
????????????????????????????????????? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
? 
 
 
 
 
 
 
 
 
 
----- Original Message ----- 
 
 
 
 
 
From: "Emma Bourassa" <<a href="mailto:ebourassa at tru.ca">ebourassa at tru.ca</a>> 
 
 
 
 
 
 
 
 
 
To: <<a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a>> 
 
 
 
 
 
 
 
 
 
Sent: <st1:date Month="5" Day="1" Year="2008">Thursday, May 01, 2008</st1:date>
<st1:time Hour="17" Minute="41">5:41 PM</st1:time> 
 
 
 
 
 
 
 
 
 
Subject: [EnglishLanguage 2294] Re: EnglishLanguage Digest, Vol 31,Issue 
 
18 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

>I believe it is Pronunciation Pairs that has illustrations, 

 
single word and short dialogue practice. For example there might be: 
 
 
 

> 

 
sit? seat 
 
 
 

> bit? beat 

 
 
 

> 

 
 
 

> etc. which is then worked 

 
into a conversation: 
 
 
 

> A: Bea, have a seat. 

 
 
 

> B: I can eat but 

 
can't sit. 
 
 
 

> A: Sit in the seat, and eat your meat. 

 
 
 

> B: No, I 

 
need to knit. 
 
 
 

> sorta silly but they do work for slow practice of moving 

 
the mouth and tongue around. 
 
 
 

> Pictures with mirrors so students can 

 
watch themselves works well. 
 
 
 

> e 

 
 
 

> 

 
 
 

> Emma Bourassa 

 
 
 

> 

 
English as a Second or Additional Language/ Teaching English as a Second 
 
Language Instructor 
 
 
 

> ESL Department 

 
 
 

> Thompson Rivers 

 
University 
 
 
 

> <st1:Street><st1:address>900 McGill Road</st1:address></st1:Street>. <st1:address><st1:Street>P.O.

Box</st1:Street> 3010</st1:address> 
 
 
 

> <st1:City><st1:place>Kamloops</st1:place></st1:City>, B.C. V2C 

 
5N3 
 
 
 

> (250) 371-5895 

 
 
 

> fax 371-5514 

 
 
 

> <a href="mailto:ebourassa at tru.ca">ebourassa at tru.ca</a> 

 
 
 

> 

 
 
 

>>>> 

 
 
 
 
 

> From: Andrea Canter <<a href="mailto:lucidpandora at gmail.com">lucidpandora at gmail.com</a>> 

 
 
 

> To: 

 
<<a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a>> 
 
 
 

> 

 
Date: <st1:date Month="4" Day="29" Year="2008">29/04/2008</st1:date> 12:<st1:time
Hour="15" Minute="0">03 pm</st1:time> 
 
 
 

> Subject: [EnglishLanguage 2292] Re: 

 
EnglishLanguage Digest, Vol 31, Issue 18 
 
 
 

> 

 
 
 

> Jenny, 

 
 
 

> 

 
 
 
 
 

> Eek! That's the issue I'm coming up against soon. The way I've been 

 
doing it 
 
 
 

> works with the roman alphabet (and easiest with just one native 

 
language in 
 
 
 

> the group). I have this book that has Spanish translations 

 
of English 
 
 
 

> vocabulary words. Then it has the pronunciation of the word 

 
spelled out in 
 
 
 

> Spanish phonetics. I just borrow those phonetics for any 

 
word I come across: 
 
 
 

> (ex. Raise your hand = reiz yor jand). Sometimes 

 
there isn't a sound in 
 
 
 

> Spanish that quite matches the one in English and 

 
I have to wrk around it 
 
 
 

> (ex. the word 'sit'.... there isn't anything in 

 
Spanish that sounds like the 
 
 
 

> 'i' in that word.... I told my class it 

 
sounds some where between 'eh' and 
 
 
 

> 'ee' and they got it). 

 
 
 

> 

 
 
 
 
 

> The thing with non-Roman alphabets is unless you speak the language, 

 
it 
 
 
 

> would be quite a task to do it that way. Then if you have people 

 
with 
 
 
 

> differing languages, it would be even worse. If all the people in 

 
your class 
 
 
 

> know the Roman alphabet, then I have a link to a website that 

 
has books and 
 
 
 

> workshops on a unique system to teach pronunciation with. 

 
I haven't tried 
 
 
 

> the method, but it looks really cool. Let me know if you 

 
want the address. 
 
 
 

> Hope this (any of it) helps! 

 
 
 

> 

 
 
 

> 

 
Andrea 
 
 
 

> 

 
 
 

> On <st1:date Month="4" Day="29" Year="2008">Tue, Apr 29, 2008</st1:date>

at <st1:time Hour="12" Minute="0">12:00 PM</st1:time>, <<a
href="mailto:englishlanguage-request at nifl.gov">englishlanguage-request at nifl.gov</a>> 
 
wrote: 
 
 
 

> 

 
 
 

>> Send EnglishLanguage mailing list submissions 

 
to 
 
 
 

>>??????? <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a> 

 
 
 
 
 

>> 

 
 
 

>> To subscribe or unsubscribe via the World Wide Web, 

 
visit 
 
 
 

>>??????? <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage</a> 
 
 
 
 
 

>> or, via email, send a message with subject or body 'help' 

 
to 
 
 
 

>>??????? <a href="mailto:englishlanguage-request at nifl.gov">englishlanguage-request at nifl.gov</a> 

 
 
 
 
 

>> 

 
 
 

>> You can reach the person managing the list 

 
at 
 
 
 

>>??????? <a href="mailto:englishlanguage-owner at nifl.gov">englishlanguage-owner at nifl.gov</a> 

 
 
 
 
 

>> 

 
 
 

>> When replying, please edit your Subject line so it is 

 
more specific 
 
 
 

>> than "Re: Contents of EnglishLanguage 

 
digest..." 
 
 
 

>> 

 
 
 

>> 

 
 
 

>> Today's 

 
Topics: 
 
 
 

>> 

 
 
 

>>?? 1. [EnglishLanguage 2291]? 

 
computerless ESL instruction 
 
 
 

>>????? (Jenny 

 
Hubler) 
 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
---------------------------------------------------------------------- 
 
 
 

>> 

 
 
 

>> 

 
Message: 1 
 
 
 

>> Date: Mon, 28 Apr 2008 08:57:35 -0500 

 
 
 

>> From: 

 
"Jenny Hubler" <<a href="mailto:JHubler at womenscenter.info">JHubler at womenscenter.info</a>> 
 
 
 

>> 

 
Subject: [EnglishLanguage 2291]? computerless ESL instruction 
 
 
 

>> 

 
To: "'The Adult English Language Learners Discussion 
 
List'" 
 
 
 

>>??????? <<a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a>> 

 
 
 

>> 

 
Message-ID: <001a01c8a937$d1da28d0$<a
href="mailto:d600a8c0 at womenscenter.info">d600a8c0 at womenscenter.info</a>> 
 
 
 

>> 

 
Content-Type: text/plain; charset="us-ascii" 
 
 
 

>> 

 
 
 

>> 

 
Andrea: 
 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
 
 

>> Could you give more 

 
details about how you teach pronunciation to speakers 
 
 
 

>> of 

 
 
 

>> 

 
other languages? We have many Latinos, also some Koreans and a 
 
student 
 
 
 

>> from 

 
 
 

>> 

 
Sudan. 
 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
Jenny 
 
 
 

>> 

 
 
 

>> The Women's Center of Tarrant County, 

 
TX 
 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
 
 

>>? 

 
_____ 
 
 
 

>> 

 
 
 

>> From: <a href="mailto:englishlanguage-bounces at nifl.gov">englishlanguage-bounces at nifl.gov</a> 

 
 
 
 
 

>> [mailto:<a href="mailto:englishlanguage-bounces at nifl.gov">englishlanguage-bounces at nifl.gov</a>]

On Behalf Of Andrea 
 
Canter 
 
 
 

>> Sent: Friday, April 25, 2008 3:58 PM 

 
 
 

>> To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a> 

 
 
 

>> 

 
Subject: [EnglishLanguage 2290] Re: EnglishLanguage Digest, Vol 31, 
 
Issue 
 
 
 

>> 16 

 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
 
 

>> This is a 

 
neat concept, but if you're like me and teach adults in venues 
 
 
 

>> 

 
without computers there needs to be something else. Since my class 
 
is 
 
 
 

>> entirely Hispanic, I use Spanish phonics to help. For some sounds 

 
I have 
 
 
 

>> to 

 
 
 

>> go into further explanation because there is 

 
no Spanish equivalent, but 
 
 
 

>> for 

 
 
 

>> the most part it 

 
translates. This has worked SO well!! They have near 
 
 
 

>> perfect 

 
pronunciation instantly!! I'm getting ready to start a class with 
 
 
 

>> 

 
people from all over the world now. I have no idea how to address 
 
the 
 
 
 

>> issue 

 
 
 

>> with them- any 

 
suggestions?? 
 
 
 

>> 

 
 
 

>> On Fri, Apr 25, 2008 at 12:00 PM, <<a

href="mailto:englishlanguage-request at nifl.gov">englishlanguage-request at nifl.gov</a>> 
 
 
 

>> 

 
wrote: 
 
 
 

>> 

 
 
 

>> Send EnglishLanguage mailing list submissions 

 
to 
 
 
 

>>?????? <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a> 

 
 
 
 
 

>> 

 
 
 

>> To subscribe or unsubscribe via the World Wide Web, 

 
visit 
 
 
 

>>?????? <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage</a> 
 
 
 
 
 

>> or, via email, send a message with subject or body 'help' 

 
to 
 
 
 

>>?????? <a href="mailto:englishlanguage-request at nifl.gov">englishlanguage-request at nifl.gov</a> 

 
 
 
 
 

>> 

 
 
 

>> You can reach the person managing the list 

 
at 
 
 
 

>>?????? <a href="mailto:englishlanguage-owner at nifl.gov">englishlanguage-owner at nifl.gov</a> 

 
 
 
 
 

>> 

 
 
 

>> When replying, please edit your Subject line so it is 

 
more specific 
 
 
 

>> than "Re: Contents of EnglishLanguage 

 
digest..." 
 
 
 

>> 

 
 
 

>> 

 
 
 

>> Today's 

 
Topics: 
 
 
 

>> 

 
 
 

>>? 1. [EnglishLanguage 2286] Re: on-line 

 
dictionary with instant 
 
 
 

>>???? sound (Molly 

 
Elkins) 
 
 
 

>>? 2. [EnglishLanguage 2287] Re: on-line dictionary with 

 
instant 
 
 
 

>>???? sound (Tom 

 
Zurinskas) 
 
 
 

>>? 3. [EnglishLanguage 2288] Re: on-line dictionary 

 
with instant 
 
 
 

>>???? sound (Elkins, Molly 

 
(CR)) 
 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
---------------------------------------------------------------------- 
 
 
 

>> 

 
 
 

>> 

 
Message: 1 
 
 
 

>> Date: Thu, 24 Apr 2008 11:06:33 -0600 

 
 
 

>> From: 

 
"Molly Elkins" <<a href="mailto:melkins at dclibraries.org">melkins at dclibraries.org</a>> 
 
 
 

>> 

 
Subject: [EnglishLanguage 2286] Re: on-line dictionary with 
 
instant 
 
 
 

>>?????? sound 

 
 
 

>> To: 

 
"'The Adult English Language Learners Discussion 
 
List'" 
 
 
 

>>?????? <<a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a>> 

 
 
 

>> 

 
Message-ID: <004f01c8a62d$8c7cafe0$<a href="mailto:be070a0a at dpld.org">be070a0a at dpld.org</a>> 
 
 
 

>> 

 
Content-Type: text/plain;?????? 
 
charset="us-ascii" 
 
 
 

>> 

 
 
 

>> I think it is pretty 

 
interesting- 
 
 
 

>> 

 
 
 

>> My only concern is that it took some time 

 
to load the sound- even on my 
 
 
 

>> pretty fast computer, AND it has a 

 
British accent. Many of my learners 
 
 
 

>> have 

 
 
 

>> complained 

 
about media that is British instead of American 
 
pronunciation. 
 
 
 

>> 

 
 
 

>> Thank you, 

 
 
 

>> 

 
 
 

>> Molly 

 
Elkins 
 
 
 

>> Literacy Specialist 

 
 
 

>> Douglas County 

 
Libraries 
 
 
 

>> Phillip S. Miller Library 

 
 
 

>>? 100 S. Wilcox 

 
Street 
 
 
 

>>? Castle Rock CO 80104 

 
 
 

>>? Map 

 
 
 

>> 

 
Direct Phone: (303)688-7646 
 
 
 

>> Alt Phone: (303) 791-READ 

 
 
 

>> 

 
Fax: (303) 688-7655 
 
 
 

>> Email: <a href="mailto:melkins at dclibraries.org">melkins at dclibraries.org</a> 

 
 
 

>> 

 
Web: <a href="http://www.DouglasCountyLibraries.org" target="_blank">www.DouglasCountyLibraries.org</a> 
 
 
 
 
 

>> -----Original Message----- 

 
 
 

>> From: <a href="mailto:englishlanguage-bounces at nifl.gov">englishlanguage-bounces at nifl.gov</a> 

 
 
 
 
 

>> [mailto:<a href="mailto:englishlanguage-bounces at nifl.gov">englishlanguage-bounces at nifl.gov</a>]

On Behalf Of Daphne 
 
Greenberg 
 
 
 

>> Sent: Sunday, April 06, 2008 3:00 PM 

 
 
 

>> To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a> 

 
 
 

>> 

 
Subject: [EnglishLanguage 2254] on-line dictionary with instant 
 
sound 
 
 
 

>> 

 
 
 

>> ESL is not my area of expertise, so I don't know 

 
if this site is good, or 
 
 
 

>> if 

 
 
 

>> it is a site that everyone 

 
already knows about. A friend of mine 
 
 
 

>> introduced 

 
 
 

>> me to a 

 
site described as? "An English Pronouncing Dictionary with 
 
Instant 
 
 
 

>> Sound" I tried it out with a few words, and it seemed like a 

 
great idea 
 
 
 

>> for 

 
 
 

>> learners struggling with pronunciation of 

 
specific words. They need to 
 
 
 

>> have 

 
 
 

>> some proficiency with 

 
English spelling in order to use the site because 
 
 
 

>> they 

 
 
 

>> 

 
need to write the word in order to hear it pronounced. 
 
 
 

>> 

 
 
 

>> 

 
The url is:? <a href="http://howjsay.com/" target="_blank">http://howjsay.com/</a> 
 
 
 
 
 

>> 

 
 
 

>> I am curious what people on this list think about this 

 
site. 
 
 
 

>> 

 
 
 

>> Daphne 

 
 
 

>> 

 
 
 

>> Daphne 

 
Greenberg 
 
 
 

>> Associate Professor 

 
 
 

>> Educational Psych. & 

 
Special Ed. 
 
 
 

>> Georgia State University 

 
 
 

>> P.O. Box 

 
3979 
 
 
 

>> Atlanta, Georgia 30302-3979 

 
 
 

>> phone: 

 
404-413-8337 
 
 
 

>> fax:404-413-8043 

 
 
 

>> <a href="mailto:dgreenberg at gsu.edu">dgreenberg at gsu.edu</a> 

 
 
 

>> 

 
 
 

>> 

 
Daphne Greenberg 
 
 
 

>> Associate Director 

 
 
 

>> Center for the Study 

 
of Adult Literacy 
 
 
 

>> Georgia State University 

 
 
 

>> P.O. Box 

 
3977 
 
 
 

>> Atlanta, Georgia 30302-3977 

 
 
 

>> phone: 

 
404-413-8337 
 
 
 

>> fax:404-413-8043 

 
 
 

>> <a href="mailto:dgreenberg at gsu.edu">dgreenberg at gsu.edu</a> 

 
 
 

>> 

 
---------------------------------------------------- 
 
 
 

>> National 

 
Institute for Literacy 
 
 
 

>> Adult English Language Learners mailing 

 
list 
 
 
 

>> <a href="mailto:EnglishLanguage at nifl.gov">EnglishLanguage at nifl.gov</a> 

 
 
 

>> 

 
To unsubscribe or change your subscription settings, please go to 
 
 
 

>> <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage</a> 
 
 
 
 
 

>> Email delivered to <a href="mailto:melkins at dclibraries.org">melkins at dclibraries.org</a> 

 
 
 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
------------------------------ 
 
 
 

>> 

 
 
 

>> Message: 2 

 
 
 

>> 

 
Date: Fri, 25 Apr 2008 02:13:32 +0000 
 
 
 

>> From: Tom Zurinskas <<a href="mailto:truespel at hotmail.com">truespel at hotmail.com</a>> 

 
 
 

>> 

 
Subject: [EnglishLanguage 2287] Re: on-line dictionary with 
 
instant 
 
 
 

>>?????? sound 

 
 
 

>> To: 

 
The Adult English Language Learners Discussion 
 
List 
 
 
 

>>?????? <<a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a>>,

cornell 
 
Kimble <<a href="mailto:cornell9 at earthlink.net">cornell9 at earthlink.net</a>> 
 
 
 

>> 

 
Message-ID: <BAY135-W4511FA4584E33E80584DDFD3DD0 at phx.gbl> 
 
 
 

>> 

 
Content-Type: text/plain; 
 
charset="iso-8859-1" 
 
 
 

>> 

 
 
 

>> 

 
 
 

>> <a href="http://m-w.com" target="_blank">m-w.com</a> is a marvelous 

 
dictionary that you can click on to hear words in 
 
 
 

>> US 

 
 
 

>> 

 
accent.? The only nits I pick are what I call "awe-dropping" where 
 
the 
 
 
 

>> sound 

 
 
 

>> "awe" is replaced sometimes by "ah".? 

 
Click on the word "flaw" to hear it 
 
 
 

>> correctly (note, the word "awe" 

 
is said "ah").? Another nit is that words 
 
 
 

>> starting with "ex-" 

 
are said to be spoken as "ix-" (so example is 
 
 
 

>> ixample). 

 
 
 

>> 

 
I don't think that is the norm in USA but perhaps UK. 
 
 
 

>> 

 
 
 

>> 

 
Tom Zurinskas, USA - CT20, TN3, NJ33, FL5+ 
 
 
 

>> See <a href="http://truespel.com" target="_blank">truespel.com</a> -

and 
 
the 4 truespel books plus "Occasional Poems" at 
 
 
 

>> 

 
<a href="http://authorhouse.com" target="_blank">authorhouse.com</a>. 
 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 
 
 

>> 

 

> From: <a href="mailto:melkins at dclibraries.org">melkins at dclibraries.org</a> 

 
 
 
 
 

>> > To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a> 

 
 
 

>> 

 

> Date: Thu, 24 Apr 2008 11:06:33 -0600 

 
 
 

>> > Subject: 

 
[EnglishLanguage 2286] Re: on-line dictionary with instant 
 
 
 

>> 

 
sound 
 
 
 

>> > 

 
 
 

>> > I think it is pretty 

 
interesting- 
 
 
 

>> > 

 
 
 

>> > My only concern is that it took 

 
some time to load the sound- even on my 
 
 
 

>> > pretty fast computer, 

 
AND it has a British accent. Many of my learners 
 
 
 

>> have 

 
 
 

>> 

 

> complained about media that is British instead of American 

 
 
 

>> 

 
pronunciation. 
 
 
 

>> > 

 
 
 

>> > Thank you, 

 
 
 

>> 

 

> 

 
 
 

>> > Molly Elkins 

 
 
 

>> > Literacy 

 
Specialist 
 
 
 

>> > Douglas County Libraries 

 
 
 

>> > Phillip S. 

 
Miller Library 
 
 
 

>> > 100 S. Wilcox Street 

 
 
 

>> > Castle 

 
Rock CO 80104 
 
 
 

>> > Map 

 
 
 

>> > Direct Phone: 

 
(303)688-7646 
 
 
 

>> > Alt Phone: (303) 791-READ 

 
 
 

>> > Fax: 

 
(303) 688-7655 
 
 
 

>> > Email: <a href="mailto:melkins at dclibraries.org">melkins at dclibraries.org</a> 

 
 
 

>> 

 

> Web: <a href="http://www.DouglasCountyLibraries.org" target="_blank">www.DouglasCountyLibraries.org</a> 

 
 
 
 
 

>> > -----Original Message----- 

 
 
 

>> > From: <a href="mailto:englishlanguage-bounces at nifl.gov">englishlanguage-bounces at nifl.gov</a> 

 
 
 
 
 

>> > [mailto:<a href="mailto:englishlanguage-bounces at nifl.gov">englishlanguage-bounces at nifl.gov</a>]

On Behalf Of Daphne 
 
Greenberg 
 
 
 

>> > Sent: Sunday, April 06, 2008 3:00 PM 

 
 
 

>> > 

 
To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov</a> 
 
 
 
 
 

>> > Subject: [EnglishLanguage 2254] on-line dictionary with 

 
instant sound 
 
 
 

>> > 

 
 
 

>> > ESL is not my area of expertise, 

 
so I don't know if this site is good, 
 
 
 

>> or 

 
 
 

>> if 

 
 
 

>> 

 

> it is a site that everyone already knows about. A friend of 

 
mine 
 
 
 

>> introduced 

 
 
 

>> > me to a site described as "An 

 
English Pronouncing Dictionary with 
 
 
 

>> Instant 

 
 
 

>> > Sound" 

 
I tried it out with a few words, and it seemed like a great idea 
 
 
 

>> 

 
for 
 
 
 

>> > learners struggling with pronunciation of specific words. 

 
They need to 
 
 
 

>> have 

 
 
 

>> > some proficiency with English 

 
spelling in order to use the site because 
 
 
 

>> they 

 
 
 

>> > need 

 
to write the word in order to hear it pronounced. 
 
 
 

>> > 

 
 
 

>> 

 

> The url is: <a href="http://howjsay.com/" target="_blank">http://howjsay.com/</a> 

 
 
 
 
 

>> > 

 
 
 

>> > I am curious what people on this list think 

 
about this site. 
 
 
 

>> > 

 
 
 

>> > Daphne 

 
 
 

>> 

 

> 

 
 
 

>> > Daphne Greenberg 

 
 
 

>> > Associate 

 
Professor 
 
 
 

>> > Educational Psych. & Special Ed. 

 
 
 

>> > 

 
Georgia State University 
 
 
 

>> > P.O. Box 3979 

 
 
 

>> > 

 
Atlanta, Georgia 30302-3979 
 
 
 

>> > phone: 404-413-8337 

 
 
 

>> 

 

> fax:404-413-8043 

 
 
 

>> > <a href="mailto:dgreenberg at gsu.edu">dgreenberg at gsu.edu</a> 

 
 
 

>> 

 

> 

 
 
 

>> > Daphne Greenberg 

 
 
 

>> > Associate 

 
Director 
 
 
 

>> > Center for the Study of Adult Literacy 

 
 
 

>> 

 

> Georgia State University 

 
 
 

>> > P.O. Box 3977 

 
 
 

>> > 

 
Atlanta, Georgia 30302-3977 
 
 
 

>> > phone: 404-413-8337 

 
 
 

>> 

 

> fax:404-413-8043 

 
 
 

>> > <a href="mailto:dgreenberg at gsu.edu">dgreenberg at gsu.edu</a> 

 
 
 

>> > 

 
---------------------------------------------------- 
 
 
 

>> > National 

 
Institute for Literacy 
 
 
 

>> > Adult English Language Learners mailing 

 
list 
 
 
 

>> > <a href="mailto:EnglishLanguage at nifl.gov">EnglishLanguage at nifl.gov</a> 

 
 
 

>> 

 

> To unsubscribe or change your subscription settings, please go 

 
to 
 
 
 

>> > <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage</a> 
 
 
 
 
 

>> > Email delivered to <a href="mailto:melkins at dclibraries.org">melkins at dclibraries.org</a> 

 
 
 

>> 

 

> 

 
 
 

>> > 

 
---------------------------------------------------- 
 
 
 

>> > National 

 
Institute for Literacy 
 
 
 

>> > Adult English Language Learners mailing 

 
list 
 
 
 

>> > <a href="mailto:EnglishLanguage at nifl.gov">EnglishLanguage at nifl.gov</a> 

 
 
 

>> 

 

> To unsubscribe or change your subscription settings, please go 

 
to 
 
 
 

>> <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage</a> 
 
 
 
 
 

>> > Email delivered to <a href="mailto:truespel at hotmail.com">truespel at hotmail.com</a> 

 
 
 
 
 

>> 

 
 
 

>> 

 
_________________________________________________________________ 
 
 
 

>> 

 
Spell a grand slam in this game where word skill meets World Series. 
 
Get 
 
 
 

>> in 

 
 
 

>> the game. 

 
 
 

>> 

 
 
 

>> <a

href="http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08"
target="_blank">http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08</a> 
 
 
 
 
 

>> 

 
 
 

>> ------------------------------ 

 
 
 

>> 