Working with Arabic, Chinese, Korean Working with Arabic, Chinese, Korean and Japanese and Japanese ELsELs: Teacher Tips: Teacher Tips

Raja Raja AltukruniAltukruni raltukru@vols.utk.eduraltukru@vols.utk.eduJiJi XiaojingXiaojing xji6@vols.utk.eduxji6@vols.utk.edu

Pattie DavisPattie Davis--WileyWiley pdwiley@utk.edupdwiley@utk.eduThe University of TennesseeThe University of Tennessee

TNTESOL Conference

Murfreesboro, TN

March 18, 2016

TNTESOL ConferenceTNTESOL Conference

Murfreesboro, TNMurfreesboro, TN

March 18, 2016March 18, 2016

AgendaAgenda•• IntroductionsIntroductions•• Rationale for the sessionRationale for the session•• HighHigh--Low Context CulturesLow Context Cultures•• Lx Proficiency ConsiderationsLx Proficiency Considerations•• Working with speakers of ArabicWorking with speakers of Arabic•• Working with speakers of ChineseWorking with speakers of Chinese•• Working with speakers of Korean and JapaneseWorking with speakers of Korean and Japanese•• Online resourcesOnline resources•• Q and AQ and A

A d a p te d fro m H a ll (1 9 7 6 )A d a p te d fro m H a ll (1 9 7 6 )

H ig h C o n tex t a n d L o w C o n tex t C u ltu re s

S p a n ishA ra b

G re ek

Ja p a n ese

in ese

K o rea n

Ita lia nE n g lish

N orth A m eric a n

S w iss

G erm

H ig h C o n tex t L o w C o n tex tE sta b lish so c ia l tru s t f irs t - G e t d o w n to b u s in e ss f irstV a lu e p e rso n a l re la tio n s a n d go o d w ill - V a lu e e x p e rtise a n d p e rfo rm an c eA g re e m e n t b y g e n e ra l tru s t - A g re e m e n t b y sp e c ific , le g a listic

c o n trac tN e g o tia tio n s s lo w a n d r itu a lis tic - N e g o tia tio n s a s e ff ic ie n t a s p oss ib le

Non-Native English Speakers in TN

http://www.migrationpolicy.org/data/state-profiles/state/demographics/TN

Components of LanguageComponents of Language

Elements of LanguageElements of Language

ARABICARABIC--SPEAKING STUDENTSSPEAKING STUDENTS’’ LANGUAGE LANGUAGE CHALLENGESCHALLENGES

RAJA ALTUKRUNIRAJA ALTUKRUNI

1. FACTS ABOUT THE ARABIC LANGUAGE

• 420 million people around the world speak Arabic.

• It’s the sixth most spoken language.

• There are three forms of Arabic:1.Modern Standard Arabic (MSA) 2.Qur’anic Arabic / Classical Arabic3.Colloquial Arabic

http://istizada.com/complete-list-of-arabic-speaking-countries-2014/

• Arabic Alphabet consists of 28 letters.

• Arabic is a language that is written and read from right to left.

• Arabic is written in the cursive way.

• Dots are used to differentiate a letter from another.

http://www.arabicegypt.com/news/facts-about-the-arabic-language

2. LINGUISTIC CHALLANGES IN WRITING & PRONUNCIATION

2.1 WRITING CHALLENGES:

2.1.1 Word Order (Adjectives Placement)

2.1.2 Capitalization

2.1.3 Use of Articles

2.1.4 Run-on sentences

2.1.5 “Arabish!” (Gomaa, 2010)

2.1.1. WORD ORDER:ADJECTIVE PLACEMENT

IN ARABIC

Adjectives follow the nouns they modify (e.g., girl beautiful ).

IN ENGLISH

Adjectives precede the associated noun (e.g., beautiful girl).

(Barry, 2014)

Therefore, some ELLs may write:- She’s a student good.

- She’s a good student.

2.1.2. CAPITALIZATION: OMITTING OR OVERUSING ENGLISH CAPITALIZATION

IN ARABIC

Each letter has two forms capital/ small (e.g., sentence-initial, proper names…, etc.)

IN ENGLISH

Each letter has multiple forms depending on where the letter is used in a word, for example:

•Equivalent letter for K (ك)

B: ك ( )

M: )ک (E: )ك (

.

Therefore, some ELLs may write:

-frank likes PlayingfootBall.

(Barry, 2014)

2.1.3. USE OF ARTICLES: HOW, WHEN AND WHICH ARTICLE TO USE

• Arabic doesn’t include indefinite articles (a/ an).

• To differentiate between definite and indefinite: (ال )= the

. Therefore, some ELLs may write:-It was interesting book.

-It was an interesting book.

(Barry, 2014)

2.1.4. RUN-ON SENTENCES

• “Run-on sentences in Arabic are accepted and there is no error in writing them. Newspapers, magazines and books have run-on sentences and readers can follow them with no confusion.” (Adas, 2013, 255)

2.1.5. “ARABISH!”

ELLs may write a sentence like:

“[flu] infection spreads by peace* with hand.’’

“…the student means here the flu infection is caused by greetings* and handshakes.” (Gomaa, 2010)

*the words for peace and greetings are the same word in Arabic

WRITING SAMPLES

Nurse type

Every patient in the hospital need someone to

look after him/her this someone is the nurse .

so the good nurse should be patient , carrying

even respectful to make the sick one feel much

better and comfortable . he/she most smile ,

talk to the patient in clear way . most of the

situation of the patient can be worse if they

don’t feel comfortable with the nurse its always

Psychology .

Bad nurse always unclear and doesn't care

about the patient . she/he doesn’t consider

his/her work as a

humanitarian

Good Nurse And Good Health Occur positions in hospitals between the nurse and

the patient because of indifference by the nurse and lack

of respect for the patient's feelings. The patient may

develop a serious illness he says his nurse news direct

way do not pave him the news this affects the patient's

health and feelings and lack of respect for the patient

cause harm to the nurse the cause of his death or hurt

them . As has happened in the series grey's anatomy

when Mr. Clark killed a lot of the nurses because he is one

of the nurses neglected his wife did not care about the

feelings of Mr. Clark told him the news of her death in a

manner not indifferent caused of the collapse and kill

them . Finally, the nurse must be interested in each patient

all sides to be a successful nurse because its safety of

human life at every nurses and can not play the lives of

people. Smile and speak good sincerity, a cure for every

disease.

2.2. PRONUNCIATION CHALLENGES:/P/ /V/

Arabic does not include these two sounds:

•The voiceless bilabial plosive /p/

•The voiced labiodental fricative /v/

Therefore, some ELLs may substitute these sounds, for example:

•[bibəl] beoble for people

•[fyo͞o] fiew for view

3. TEACHING TIPS

THINGS YOU CAN DO…

1) You should be aware of the role of affect in writing (e.g., when giving feedback). (Horwitz, 2008)

2) Enhance students’ self correction: they “must go from being passive receivers of corrections, to actively recognizing and correcting their own mistakes.” (Pesce, 2015)

3) Raise students’ awareness of the similarities/ differences between their L1 and L2:

A. Modeling and giving examples.

B. Giving explicit instruction of writing conventions in L2 (e.g., punctuations, capitalization, spelling, …etc).

CONT.

4)Regular practice (e.g., using journals or diaries)

5)Overcoming Arabish style in writing:

A.“the teacher can assign readings and at the same time work one on one with the students to assist them with converting Arabish in English!” (Gomaa, 2010)

6)To avoid run-on sentences in L2:

A.“the teacher has to make it clear for the students that it is confusing for English readers to have very long sentences, unlike Arabic”(Gomaa, 2010).

B.introduce/ practice punctuations (e.g., adding semicolons or periods and using connectors). (Gomaa, 2010)

CONT.

7) Practicing unfamiliar sounds:

A. “Unfamiliar sounds -- which do not exist in the learners’ mother tongue -- should be identified and given special attention” (Ahmad, 2011, 34).

B.“Minimal pair drills should be used to distinguish between similar or problematic sounds in the target language” (Ahmad, 2011, 35).

C.Use tongue twisters “a technique from speech correction strategies. (e.g., she sells seashells by the seashore)” (Ahmad, 2011, 35).

D.“The students can be provided a listening model by the teacher or some electronic devices, such as a tape-recorder or CD, and then asked to repeat or imitate it” (Ahmad, 2011, 35).

E.Watch some English programs on TV or other visual media (e.g., BBC English, CNN, etc.) “These programs offer live exposure to English pronunciation”(Ahmad, 2011, 35).

REFERENCES

Ahmad, J. (2011). Pronunciation problems among Saudi learners: a case study at the preparatory year program.

Retrieved from http://www.languageinindia.com/july2011/jalalsaudilearnersfinalpaid.pdf

Adas, D. & Bakir, A. (2013). Writing difficulties and new solutions: blended learning as an approach to improve

writing abilities. International Journal of Humanities and Social Science, (3) 9, 254-266.

Barry, D. (2014). The impact of native Arabic on English writing as a second language. Retrieved fromhttps://www.academia.edu/7792170/The_Impct_of_Native_Arabic_on_English_Writing_as_a_Second_Language

Gomaa, L. (2010). 5 writing troubles spots for ESL students of Arabic.

Retrieved from http://teaching.monster.com/benefits/articles/10068-5-writing-trouble-spots-for-esl-students-of-arabic

Horwitz, E. (2008). Becoming a language teacher. Boston, MA: Pearson Education.

Pesce, C. (2015). 10 Most Common Writing Mistakes and How to Bust Them. Retrieved fromhttp://busyteacher.org/18134-10-most-common-writing-mistakes-how-to-bust.html

Pacific OceanPlateau of Tibet

Gobi DesertTaklimakan Desert

Himalaya Mountains

Mongolian Plateau

9,596,960 Square area 9,629,091 Square area

China United States

Population：1.5 billion

Chinese-speaking population: 1.52 billion

In an effort to balance the relationship between land and people, China adopted a “one-couple, one-child” policy in the 1980’s.

Family Family viewsviews::  ChildrenChildren are are expectedexpected to excel in to excel in

chool. Often, families feel chool. Often, families feel ashamedashamed if their child is if their child is

not succeedingnot succeeding in school, failure as parents in school, failure as parents

Learning methodsLearning methods: observation and reading : observation and reading

Chinese studentsChinese students: : quiet and orderlyquiet and orderly

http://www.sandiego.edu/esl/cultures/chinese/teachingchinese.htm

English Chinese Alphabet Pinyin(logographic)

26 47

Consonant (21), Vowel(5) Consonant (23), Vowel(24)

A,B,C,D,E,F……. ai ei ui ao ou iu ie üe er卜 厂 刀 刂 儿 二 匚 阝 丷 几

Chicken 雞(Traditional Chinese )鸡（simplified Chinese ）

No tone 4 tones (Mandarin) 9 tones (Cantonese)

◦◦PronunciationPronunciation◦◦SpellingSpelling◦◦GrammarGrammar◦◦Syntax(structureSyntax(structure))

The absence of the English sound: /v/, and The absence of the English sound: /v/, and //thth/ /

/v/ as /w/ in a word like "very/v/ as /w/ in a word like "very””

//thth/ as /s/ or /z/ in words such as / as /s/ or /z/ in words such as ““thanks" thanks"   

The absence of the English consonant The absence of the English consonant clusters :/clusters :/trtr/, //, /drdr/, //, /stst/, /pl/ .(drink /, /pl/ .(drink ,,street,pleasestreet,please))

Students may find it hard to blend the two Students may find it hard to blend the two consonant sounds into on.consonant sounds into on.

(Yin‐Croft, 2008)

Tempo: tendency to pronounce too clearlyTempo: tendency to pronounce too clearlyStudents may add a vowel sound after certain consonants, Students may add a vowel sound after certain consonants,

breaking the flow of English and making it sound breaking the flow of English and making it sound choppy.choppy.

http://http://www.voki.com/pickup.php?scidwww.voki.com/pickup.php?scid=11962559&height=400&width=11962559&height=400&width=300=300

  A tendency to add a vowel after some A tendency to add a vowel after some consonants consonants

Adding /Adding /əə:/ to consonants like "s", "x", "t", "d", "k", etc:/ to consonants like "s", "x", "t", "d", "k", etc““andand”” ““kickkick”” ““inkink””

(Yin‐Croft, 2008)

Facts : Chinese uses a logographic system for its Facts : Chinese uses a logographic system for its written language.written language.

For example:For example:刀刀 刂卜刂卜 厂厂 儿儿 二二 匚匚 阝阝 丷丷 几几

In logographic systems, symbols represent the In logographic systems, symbols represent the words themselveswords themselves

Meaning the words themselves are not made up of various letters Meaning the words themselves are not made up of various letters as in alphabetic as in alphabetic systemssystems

  Challenge : Challenge : Chinese learners may have great difficulty reading English Chinese learners may have great difficulty reading English texts and spelling words correctly because their written system texts and spelling words correctly because their written system does not spell does not spell out words with individual letters. out words with individual letters. 

(Shoebottom, 2014)

(Palmer , B. C, Chen, 2

(Palmer , B. C, Chen, 200

ArticleArticle Singular /plural Singular /plural  Verb tense Verb tense  SubjectSubject‐‐verb agreement rule verb agreement rule  Personal pronounsPersonal pronouns（他（他he,he,她她she,she,它它itit））: share the same : share the same 

pronounce, different in wring. (highpronounce, different in wring. (high‐‐context language)context language)

(Palmehttp://www.learning‐disabilities‐reading‐tutor.com/esl‐reading.

Starting: Read ABC (familiar, safe environment)Starting: Read ABC (familiar, safe environment) Phonemic activitiesPhonemic activities

Example: teach Example: teach ““thth”” specifically,practicespecifically,practice word word ““threethree””““thankthank””

Use decodable books Use decodable books Example: Example: chicachica chicachica boom boom boomboom. . ““I canI can””

Encourage the students to work together and Encourage the students to work together and communicatecommunicateExample: Pair work is preferred above group Example: Pair work is preferred above group discussionsdiscussions

Embed speaking English as part of the lesson, not as an Embed speaking English as part of the lesson, not as an

Choosing familiar Choosing familiar material(backgroundmaterial(background knowledge)knowledge) Combination of extensive reading and intensive Combination of extensive reading and intensive

readingreadingExample: Make a reading plan and discuss regularlyExample: Make a reading plan and discuss regularly

Choosing to teach Choosing to teach explicitly(comprehensiveexplicitly(comprehensive input)input)Example: encourage the students to ask questions andExample: encourage the students to ask questions andthe teacher make the questions clear and lead them the teacher make the questions clear and lead them to answer.to answer.

  Encouraging to develop a habit to journal and provide Encouraging to develop a habit to journal and provide writing instructionwriting instruction

Communicating with Communicating with parentsparents(the(the aim to study)aim to study) Connecting with Connecting with societysociety(the(the school is not the only school is not the only

place for education)place for education) BilingualismBilingualism

Speakers of Korean and JapaneseSpeakers of Korean and Japanese[interviews][interviews]

Online Resourceshallenges for teaching different Lx groups:

tp://www.brighthubeducation.com/esl-teaching-tips/127944-challenges-of-aching-english-pronunciation/

ction warm-ups: http://www.write-out-loud.com/dictionexercises.html

onunciation: http://www.cal.org/caelanetwork/resources/pronunciation.htm

teractive IPA Chart:tp://www.phonetics.ucla.edu/course/chapter1/consonants1.htmlnglish tongue-twisters: tp://english-tonight.com/12-tongue-twisters-in-english-with-audio/tp://www.uebersetzung.at/twister/en.htm

Q & AQ & A