Author: gustavorernesto

PDF #21 – An Introduction to Cognitive Grammar

Despite the diversity of contemporary linguistic theory, certain fundamental views enjoy a rough consensus and are widely accepted without serious questions.

Points of general agreement include the following: (a) language is a self-contained system amenable to algorithmic characterization, with sufficient autonomy to be studied in essential isolation from broader cognitive concerns; (b) grammar (syntax in particular) is an independent aspect of linguistic structure distinct from both lexicon and semantics; and (c) if meaning falls within the purview of linguistic analysis, it is properly described by some type of formal logic based on truth conditions. Individual theorists would doubtlessly qualify their assent in various ways, but (a)-(c) certainly come much closer than their denials to representing majority opinion. What follows is a minority report.

Since 1976, I have been developing a linguistic theory that departs quite radically from the assumptions of the currently predominant paradigm. Called “cognitive grammar” (alias “space grammar”), this model assumes that language is neither self-contained nor describable without essential reference to cognitive processing (regardless of whether one posits a special faculté de langage). Grammatical structures do not constitute an autonomous formal system or level of representation.

They are claimed instead to be inherently symbolic, providing for the structuring and conventional symbolization of conceptual content. Lexicon, morphology, and syntax form a continuum of symbolic units, divided only arbitrarily into separate ‘components’-it is ultimately as pointless to analyze grammatical units without reference to their semantic value as to write a dictionary which omits the meanings of its lexical items. Moreover, a for- mal semantics based on truth conditions is deemed inadequate for describing the meaning of linguistic expressions. One reason is that semantic structures are characterized relative to knowledge systems whose scope is essentially open-ended. A second is that their value reflects not only the content of a conceived situation, but also how this content is structured and construed.

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PDF #20 – Innovations in learning technologies for English language teaching

In this early part of the 21st century the range of technologies available for use in language learning and teaching has become very diverse and the ways that they are being used in classrooms all over the world, as illustrated in this book, have become central to language practice. 

Times Have Changed

Times have changed, teachers have evolved, and we now have a new breed of
learning technologists. As in Hong Kong, the first changes began in the classroom itself – new technologies such as overhead projectors, interactive whiteboards, laptop computers and wireless internet have opened up the classroom to the outside world. Teachers who spent their lives managing with a textbook, a tape recorder and a blackboard are now adept at using PowerPoint to present grammar, playing podcasts to practise listening skills, pulling texts off the world wide web to introduce reading skills and perhaps most ground-breaking of all – empowering students by giving them access to a wide range of web-based tools that allow them to publish work and engage with live audiences in real contexts.

And that is just the beginning – because just as technologies have begun to change the way that English is learned in the classroom, even bigger changes seem to be taking place outside it. In fact, the digital revolution in learning now threatens to undermine the classroom completely as a place of study. Learning English through mobile devices gains credibility every day and the increasing popularity and rapidly diminishing cost of tablet devices reinforce this by providing a format that really is capable of delivering courseware. Factor in the growing interest in Massive Open Online Courses (MOOCs), providing large-scale (and free) learning interventions, and it is clear that technology still has much to offer ELT.

Virtual Reality (VR) in Education

Virtual Reality technology is already the hottest thing in the tech world. Big companies are gearing up for a brutal war over this technology including Google, Sony, Oculus (backed by Facebook), Samsung, and more. One of the areas of application of VR technology is education. With VR, students can learn via interacting with a 3D world. Google has been on the forefront of introducing experiential learning in schools through VR technology.

Artificial Intelligence and Machine Learning

Artificial intelligence is being applied in all levels of technology, from the lowest to the most advanced levels. AI is used in schools to automate key activities such as grading of subjects and providing feedback on areas that need improvement. It is also used to enhance personalized learning among students, especially those with special needs. Through machine learning, adaptive programs have been developed that care for the individual needs of students. AI tutors have been developed to teach students subjects such as mathematics and writing.

Cloud Computing for Education

Educational resources can be accessed from any part of the world thanks to cloud computing technology. Vital resources such as written lessons, audio lessons, videos, and video assignments can be stored on a school’s cloud terminal. Students can access these resources from the comfort of their homes and complete and submit the assignments back to their tutors. Flimsy excuses that students give for not doing assignments may be a thing of the past. Cloud computing will eliminate the hassle of carrying tons of books or practically living at your local library. This technology also allows students to chat live with their tutor.

3D Printing

3D printers are already causing ripples in the education sector and students are loving them. Content that was previously taught via text books can now be expressed through 3D models. Through this printing technique, students can have a better understanding of something that was thought to be complex. In higher educational institutions, 3D printing is used by engineers and system designers to develop prototypes to be used in the development of final systems. 3D printing takes concepts and makes them real.

Social Media in Educational Institutions

Educational institutions have not been left behind in capitalizing on the impact of social media. In fact, most of these social networking sites were developed on campuses and the first users were college students. Universities and colleges can connect with each other through social networking sites even if they are several continents apart. Through these sites, they are able to organize contests, meetings, and parties. Students from different schools use social media to exchange ideas which can change lives.

The Use of Biometrics in Schools

No more truancy and cheating! The introduction of biometric systems in schools has helped to streamline the education and enhance discipline. Facial recognition, fingerprints, voice recognition, and eye tracking are some of the biometric methods that schools have implemented to streamline their operations. Apart from being used to monitor a student’s class attendance, they are used when borrowing school properties such as books in the library. Teachers use eye tracking methods to monitor how students are absorbing content that they have been taught.

Widespread access of the Internet is one factor that has accelerated the implementation of technological innovations in the education sector. Ideas spread fast and people can research the best methods for using technology in education. Hardware companies are producing devices such as laptops and tablets which are customized to meet specific education needs. Cut-throat competition among different technology firms is another factor that is will accelerate the rate of technology innovations. The future of education certainly looks bright!

After reading “Innovations in Learning Technologies” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.

PDF #19 – Second Language Teaching and Learning with Technology Views of Emergent Researchers

Second Language Teaching and Learning – Although technology has become embedded in our everyday life, researchers and practitioners constantly strive to find ways of incorporating technology in education, with language learning being one of those fields (Garrett, 2009). Numerous publications on this subject are available, mostly on condition that one is affiliated with a university, and that this university subscribes to a broad spectrum of publications. With the aim of widening free access research publications, we have elaborated a peer-reviewed eBook published under a Creative Commons license which provides not only protection but also freedom for authors and editors. Young researchers from a variety of countries participated with a chapter of their ongoing projects.

Learning a New Language?

Learning a new language? Or teaching a second language? Facing difficulties in learning or teaching a second language? What are some of the strategies in language learning? Here, we will be exploring some tips and tricks in language learning suited to different personality types. We will also look at ways teachers can apply the learning strategies into their course planning to teach the second language more effectively!

While language learning styles are more general, it should not be confused with language learning strategies as the same thing.  “Language learning strategies are the specific behaviors…that students adopt to help them learn (Oxford and Lavine (1992), pg. 1-2).” We will be looking at how language learning strategies affect language learning styles (related to the Myers-Briggs personality types). It was argued that the learning style impacts the learning strategies employed by an individual (Ehrman & Oxford, 1990). It is within this context that Oxford developed the Strategy Inventory for Language Learning, or SILL (Oxford, 1990), which we will be working with in the subsequent subchapters.

After reading “Second Language Teaching and Learning” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.

PDF #18 – Content-Based Instruction A Relevant Approach of Language Teaching

This is an approach in which the teaching is organized around the content. Likewise, the principles of this approach are heavily rooted on the principles of communicative language teaching since they involve an active participation of students in the exchange of content.

This article reflects upon Content-Based Instruction as a relevant language
teaching approach, its background, the definition of the concept, and its principles. Moreover, the article reports on this method’s distinctive characteristics and its main models. Additionally, a lesson plan on this method with its materials is provided. Finally, a set of conclusions and implications is also discussed.

The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favorite pop star or even a topical news story or film.

They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.

While CBI can be both challenging and demanding for the teacher and the students, it can also be very stimulating and rewarding. The degree to which you adopt this approach may well depend on the willingness of your students, the institution in which you work and the availability of resources within your environment. It could be something that your school wants to consider introducing across the curriculum or something that you experiment with just for one or two lessons. Whichever you choose to do I would advise that you try to involve other teachers within your school, particularly teachers from other subjects. This could help you both in terms of finding sources of information and in having the support of others in helping you to evaluate your work.

After reading this article you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.

PDF #17 – Non-native-speaker teachers and English as an International Language

English non-native-speaker teachers – This article reviews the recent literature on English as an International Language (EIL), taking into consideration the main implications of such literature for English language teaching. Relevant research on non-native-speaker (NNS) teachers is discussed, together with their role in the context of the global need for English language teachers, specially in EFL countries.

Are you a non-native English speaking teacher (NNEST) who is new to the community of global teachers and concerned about speaking a first language other than English? Or have you been teaching for a while now but have experienced certain obstacles in the workplace or during job-hunting? As a German-born English instructor currently teaching in Japan, I understand this. I would like to highlight some of the advantages of non-native English speaking teachers, including the unique knowledge and skills that we can bring to the ESL/EFL classroom!

Spelling skills

Depending on your mother tongue and your native language system (and therefore how easy it was for you to learn English), your spelling skills might be even better than a native English speaker, because you spell words from knowledge, instead of feeling. This also adds the soft skill “attention to detail” to your resume!

Clear pronunciation

Again, depending on your native language, and that of your students, your pronunciation may be clearer and easier to understand for your students than, let’s say, a thick Australian or American accent. As an NNEST, you are pronouncing words carefully.

After reading “English non-native-speaker teachers” you can check important issues for ESL teachers on the section PDFs, and visit my YouTube channel.