There is a state-of-the-art book on this, recently out: Herschensohn,
Julia. 2007. Language Development and Age. Cambridge University Press.
 
Martha Young-Scholten 
Newcastle University, England


________________________________

	From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Sally Bishop
	Sent: 02 May 2008 21:47
	To: The Adult English Language Learners Discussion List
	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 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."
	
	S Bishop
	
	
	On Fri, May 2, 2008 at 1:46 PM, <robinschwarz1 at aol.com> 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 Florida 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 <taklein at austin.rr.com>
		To: The Adult English Language Learners Discussion List
<englishlanguage at nifl.gov>
		Sent: Fri, 2 May 2008 9:47 am
		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
		www.tedklein-ESL.com    
		                                      
		 
		 
		----- Original Message ----- 
		From: "Emma Bourassa" <ebourassa at tru.ca>
		To: <englishlanguage at nifl.gov>
		Sent: Thursday, May 01, 2008 5:41 PM
		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
		> 900 McGill Road. P.O. Box 3010
		> Kamloops, B.C. V2C 5N3
		> (250) 371-5895
		> fax 371-5514
		> ebourassa at tru.ca
		> 
		>>>> 
		> From: Andrea Canter <lucidpandora at gmail.com>
		> To: <englishlanguage at nifl.gov>
		> Date: 29/04/2008 12:03 pm
		> 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 Tue, Apr 29, 2008 at 12:00 PM,
<englishlanguage-request at nifl.gov> wrote:
		> 
		>> Send EnglishLanguage mailing list submissions to
		>>        englishlanguage at nifl.gov 
		>>
		>> To subscribe or unsubscribe via the World Wide Web,
visit
		>>
http://www.nifl.gov/mailman/listinfo/englishlanguage 
		>> or, via email, send a message with subject or body
'help' to
		>>        englishlanguage-request at nifl.gov 
		>>
		>> You can reach the person managing the list at
		>>        englishlanguage-owner at nifl.gov 
		>>
		>> 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" <JHubler at womenscenter.info>
		>> Subject: [EnglishLanguage 2291]  computerless ESL
instruction
		>> To: "'The Adult English Language Learners Discussion
List'"
		>>        <englishlanguage at nifl.gov>
		>> Message-ID:
<001a01c8a937$d1da28d0$d600a8c0 at womenscenter.info>
		>> 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: englishlanguage-bounces at nifl.gov 
		>> [mailto:englishlanguage-bounces at nifl.gov
<mailto:englishlanguage-bounces at nifl.gov?> ] On Behalf Of Andrea Canter
		>> Sent: Friday, April 25, 2008 3:58 PM
		>> To: englishlanguage at nifl.gov 
		>> 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,
<englishlanguage-request at nifl.gov>
		>> wrote:
		>>
		>> Send EnglishLanguage mailing list submissions to
		>>       englishlanguage at nifl.gov 
		>>
		>> To subscribe or unsubscribe via the World Wide Web,
visit
		>>
http://www.nifl.gov/mailman/listinfo/englishlanguage 
		>> or, via email, send a message with subject or body
'help' to
		>>       englishlanguage-request at nifl.gov 
		>>
		>> You can reach the person managing the list at
		>>       englishlanguage-owner at nifl.gov 
		>>
		>> 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" <melkins at dclibraries.org>
		>> Subject: [EnglishLanguage 2286] Re: on-line
dictionary with instant
		>>       sound
		>> To: "'The Adult English Language Learners Discussion
List'"
		>>       <englishlanguage at nifl.gov>
		>> Message-ID: <004f01c8a62d$8c7cafe0$be070a0a at dpld.org>
		>> 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: melkins at dclibraries.org 
		>> Web: www.DouglasCountyLibraries.org 
		>> -----Original Message-----
		>> From: englishlanguage-bounces at nifl.gov 
		>> [mailto:englishlanguage-bounces at nifl.gov
<mailto:englishlanguage-bounces at nifl.gov?> ] On Behalf Of Daphne
Greenberg
		>> Sent: Sunday, April 06, 2008 3:00 PM
		>> To: englishlanguage at nifl.gov 
		>> 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:  http://howjsay.com/ 
		>>
		>> 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
		>> dgreenberg at gsu.edu 
		>>
		>> 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
		>> dgreenberg at gsu.edu 
		>> ----------------------------------------------------
		>> National Institute for Literacy
		>> Adult English Language Learners mailing list
		>> EnglishLanguage at nifl.gov 
		>> To unsubscribe or change your subscription settings,
please go to
		>> http://www.nifl.gov/mailman/listinfo/englishlanguage 
		>> Email delivered to melkins at dclibraries.org 
		>>
		>>
		>>
		>> ------------------------------
		>>
		>> Message: 2
		>> Date: Fri, 25 Apr 2008 02:13:32 +0000
		>> From: Tom Zurinskas <truespel at hotmail.com>
		>> Subject: [EnglishLanguage 2287] Re: on-line
dictionary with instant
		>>       sound
		>> To: The Adult English Language Learners Discussion
List
		>>       <englishlanguage at nifl.gov>, cornell Kimble
<cornell9 at earthlink.net>
		>> Message-ID:
<BAY135-W4511FA4584E33E80584DDFD3DD0 at phx.gbl>
		>> Content-Type: text/plain; charset="iso-8859-1"
		>>
		>>
		>> m-w.com 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 truespel.com - and the 4 truespel books plus
"Occasional Poems" at
		>> authorhouse.com.
		>>
		>>
		>>
		>>
		>>
		>> > From: melkins at dclibraries.org 
		>> > To: englishlanguage at nifl.gov 
		>> > 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: melkins at dclibraries.org 
		>> > Web: www.DouglasCountyLibraries.org 
		>> > -----Original Message-----
		>> > From: englishlanguage-bounces at nifl.gov 
		>> > [mailto:englishlanguage-bounces at nifl.gov
<mailto:englishlanguage-bounces at nifl.gov?> ] On Behalf Of Daphne
Greenberg
		>> > Sent: Sunday, April 06, 2008 3:00 PM
		>> > To: englishlanguage at nifl.gov 
		>> > 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: http://howjsay.com/ 
		>> >
		>> > 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
		>> > dgreenberg at gsu.edu 
		>> >
		>> > 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
		>> > dgreenberg at gsu.edu 
		>> >
----------------------------------------------------
		>> > National Institute for Literacy
		>> > Adult English Language Learners mailing list
		>> > EnglishLanguage at nifl.gov 
		>> > To unsubscribe or change your subscription
settings, please go to
		>> >
http://www.nifl.gov/mailman/listinfo/englishlanguage 
		>> > Email delivered to melkins at dclibraries.org 
		>> >
		>> >
----------------------------------------------------
		>> > National Institute for Literacy
		>> > Adult English Language Learners mailing list
		>> > EnglishLanguage at nifl.gov 
		>> > To unsubscribe or change your subscription
settings, please go to
		>> http://www.nifl.gov/mailman/listinfo/englishlanguage 
		>> > Email delivered to truespel at hotmail.com 
		>>
		>>
_________________________________________________________________
		>> Spell a grand slam in this game where word skill
meets World Series. Get
		>> in
		>> the game.
		>>
		>>
http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_apri
l08 
		>>
		>> ------------------------------
		>>
		>> Message: 3
		>> Date: Fri, 25 Apr 2008 09:26:53 -0600
		>> From: "Elkins, Molly (CR)" <melkins at dclibraries.org>
		>> Subject: [EnglishLanguage 2288] Re: on-line
dictionary with instant
		>>       sound
		>> To: The Adult English Language Learners Discussion
List
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