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When it comes to both a well-crafted piece of writing and a well-planned ESL lesson, I was reminded this week of the paramount place of context. And this idea of context is vital on several different levels. Here are a few thoughts that have come to mind as I’ve pondered the topic.

In Writing:

It starts with WORDS. Sometimes the context and meaning are driven along by a whole sentence – or even a whole paragraph – that is made up of a single word. Other times, the choice of a singular word within a given sentence or paragraph makes all the difference in the imagery, tone, or profoundness of that segment.

It moves to COLLOCATIONS. Why do we pay for a car wash and not a car bath? Why do we play basketball and not do basketball? There are standard word combinations most would not dare to defy because readers would be so distracted or even lost; yet, there are other times when flipping words within such a standard combination or throwing in an unexpected synonym gives ones writing a fresh, vibrant feel. Finding the balance in this can be a difficult thing.

It expands to whole SENTENCES and how they fit into PARAGRAPHS. Can my readers follow where I’m going because I give them enough context (without boring them)? Does my revelation of just enough concerning details, setting, relationships, or logical flow of information help readers feel both intelligent and empowered?

It unfurls to cover the scope of a WHOLE WRITTEN PIECE. Does everything in an essay, article, or book address elements of a similar context, or does the writer go off on some tangent…never to return?

It explodes BEYOND THE END of the piece. If and when our readers take away anything wonderful, useful, or thought-provoking from our writing, those ideas influence and interact with the context (circumstances) of each particular reader’s life. And for some readers and some written pieces or volumes, this contextual impact has fueled movements, saved lives, empowered the aimless, and mended hearts.

In Language Teaching:

It starts with WORDS and COLLOCATIONS. In which circumstances do we general use a word or combination of words – and in which situations should we never use them? When I don’t know the meaning of a word or phrase, how do I deal with it in the context of the whole sentence?

It expands to SENTENCES and PARAGRAPHS and WHOLE PASSAGES and WHOLE CONVERSATIONS. But it is more than that. It is ethnic and cultural perspective of the author/speaker. It is socio-linguistic cues that I subconsciously understand – but that are completely lost on my students. It’s the complexity of ideas or relationships or information that is riddled with idioms, double-speak, or culture-steeped symbolism. It is what’s sometimes left unwritten or unsaid that helps me draw the student forward so he/she can think both independently and critically in English.

And the challenge for this writer-educator is to try to find and keep that balance of all perspectives – from micro to omniscient – when writing, revising, and presenting every manuscript and every lesson plan.

In the comments section, feel free to share any questions or ideas connected to how we can simultaneously maintain a more narrow and a broader view of “context” in our writing and/or teaching.

                  ** (image source: https://www.brainscape.com/blog/2011/04/why-using-flashcards-does-not-have-to-mean-learning-out-of-context/)
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It’s not a piece of mindless, page-turning fiction and it probably won’t make the New York Times bestseller list, but I’ve been published.

My first academic piece, an essay on how the successful language teacher should view him/herself, published by a traditional publishing house.

Opening the brown paper parcel and holding the volume in my hands after many months of waiting, I sighed with satisfaction.

And then I sighed for another reason. This was not the first thing I’ve ever written. Nor the first thing I’ve ever attempted to have published.

And my heart went out to all the writers who dream of seeing their work in print (or digitally printed for wide e-reader distribution), who long to gain a respected reputation in the eyes of readers beyond their family and friends, who feel like giving up time and time again in the middle of drafting and editing processes.

Writing a short, well-researched piece is hard work. Finishing a whole book is even harder. I never realized until I started working on three- and four-hundred page manuscripts how difficult it really is. Because the rough draft is only round one in a glorious knock-down, drag-out fight. If you’re still standing after that, there’s reading and revising, seeking feedback, content editing, copy-editing, pitching and proposing…the list goes on and on. Even in today’s age of greater access to quality self-publishing, one still has to be savvy enough (or pay someone who is savvy enough) to upload a completed (pant, pant) correctly-formatted manuscript (ugh, sigh) for printing, e-reading, or both.

And, of course, which ever way one publishes, one must then work like crazy to promote ones work so everyone in the world will rush to read it.

That’s why, today, I simply want to tell every writer out there:

Thanks for what you do.

Even if you’re only getting started, don’t give up when the road gets rough.

Even if you’ve longed to see your writing published and never been able to do so, keep on writing and trying – and continue to share your writing with those who will read it, honing your style and voice.

Even if you’ve been published once or twice and would like to set down your pen, write on. Whether or not you are ever published again, when the words live in your soul, it is fundamental to your health to get them out. And if you were good enough to be published once, why can’t you eventually be published again?

Let us press on to share the good things that burn in our hearts and minds, no matter how big or small our readership.

I’m indebted to men and women who have helped me and continue to help me in my writing and publishing journey, eternally grateful for their time and the way they not only have seen potential in me but also have invested in that potential by advising and encouraging me.

If you are interested in purchasing a copy of Thinking Theologically about Language Teaching, you can do so via Amazon.com. If you need assistance in ordering a copy, please email me at kaylenesvoice@gmail.com and I will be happy to help you.

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I have long been a fan of classical music. My tastes veer toward the standards of Baroque and Romantic eras as well as heart-achingly optimistic composers like Aaron Copeland. Pieces by other composers, however, don’t always bring me great enjoyment – especially those that are more abstract or impressionistic in nature. (My taste in classical music, it seems, matches my taste in classical art.)

Therefore, I don’t listen to a lot of Rachmaninoff. This Russian genius lived and composed at a time when styles of music both in Russia and around the world were evolving to something different than what had become standard in past centuries. While including piano solos of severe length and breathtaking magnitude, he brought in moments of orchestrated angst and a stunning range from nearly silent bits to heart-pounding climaxes and ear-pounding cacophonies.

Last night, I had the surprisingly pleasurable experience of listening to Rachmaninoff’s Third Piano Concerto. I took my dad out for a birthday celebration, and we attended the Omaha Symphony’s Rachmaninoff/Tchaikovsky concert. I listened to the pieces – as I sometimes do – beforehand. And I was so sure I would enjoy the Tchaikovsky piece (Symphony No. 2) much more than the other.

But that was before soloist Natasha Paremski took the stage and took our breath away with her jaw-dropping performance. The author of the program notes was spot on when he quoted the New York Herald’s original critique of the piece: “…although it’s great length and extreme difficulties bar it from performances by any but pianists of exceptional technical powers.”

Ms. Paremski was such a pianist. And I decided that Rachmaninoff in person is a whole lot different than Rachmaninoff on a recording. Part of the awe and delight of hearing his work comes from watching the pianist nearly pound the piano into the stage while displaying so much passion. When she finished, we expected her to be exhausted. Instead, she was invigorated to return to the stage and play an equally challenging (but shorter) piece for us in an encore as if she hadn’t just played, nearly non-stop, impossibly challenging music for almost 40 minutes!

Rachmaninoff still isn’t my favorite composer, but I have a much greater appreciation for him today than I ever have before. Yet, what struck me as I listened to the whole concert last night was: the audacity of how you and I have been created.

God, in His infinite power and majesty, could have created us as robots or minions. He could have left us without a brain or a heart. He could have pre-programmed us like fully-loaded computers we take home from electronics stores, capable of only outputting what He or others put into us.

But God, in all of His love and beauty, didn’t stick to the could-haves. He created us to possess many blessed traits. And among those is something I will call createableness. We don’t have unlimited power and resources to create things on His scale. (That’s good – there only needs to be one of Him in the universe. 🙂 ) We do, however, have gifts and abilities endowed by Him to compose and write and sculpt and demonstrate and inspire. The Creator has given us – on a scale that our human minds and hearts can try to embrace – the gift of both creating goodness and appreciating the goodness that others have created.

And the habit of pausing to notice and be grateful for this gift of His is one supremely worthwhile of cultivation.

In the comments section, I encourage you to share about some goodness you’ve created or some good creation in which you’ve delighted.

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Many languages in the world, such as Mandarin Chinese, Cantonese, Vietnamese, and Thai, are known as tonal languages because their speakers must rely heavily on tones to convey meaning. A particular word may have that same sound(s) as a different word and the only thing that sets them apart for the listener is which tone accompanies each syllable of the word.

English, in contrast, is famously labeled as a non-tonal language because so much of an English speaker’s successful communication hinges on placing stress on the right part of a word or the right words in a sentence.

While the above labels are not false, I was reminded in my classroom last week about the importance of teaching many different things when focusing on pronunciation. Individual phonemes (sounds within words) are crucial building blocks and correct word/sentence stress helps listeners to understand anyone who is trying to speak English.

But tone…that is an equally important thing for us to properly model for our students and target in the classroom when we are giving students time to practice.

Consider two aspects of this.

First, think of a common word such as interesting. Then, think of at least four ways that word can be said – that is, say the word at least four different ways using different tones. I can say it to show that something is mildly attractive. But I can also show by my tone if I think it is tantalizing, surprising, previously unknown, thought-provoking, or utterly boring.

Second, think of a whole sentence and how saying it with different types of intonation will change the meaning or feeling for the listener. For instance, look at this sentence/question and say it at least three different ways:

(Sarcastic) Well, that was the most interesting book I’ve ever read!

(Honest, friendly question) Was that the most interesting book you’ve ever read?

(Excited) That was the most interesting book I’ve ever read!

(Doubtful, disbelieving) Was that the most interesting book you’ve ever read?

(Nostalgic) Now that was the most interesting book I’ve ever read.

Teaching language well requires balanced exposure to many aspects of that language. But every now and then, it’s important for both the language teacher/tutor and the language student to evaluate if they are working on each of the major components of the target language with equal emphasis.

For me, right now that means reminding my students that they all need to pay careful attention to English intonation in both their interpretive listening and their speaking.

If you teach language, what does it mean for you?

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(photo credit: http://www.businessinsider.com/this-automatic-shotgun-fires-360-rounds-bad-intentions-per-minute-2017-5)

My Chinese students are obsessed with guns.

More specifically, they are both terrified and fascinated with what they perceive as an America-wide love of gun ownership. One student wrote about his family fearing for his safety when he came to the States to complete his degree. They were sure there would be lots of average citizens carrying firearms around on the streets, pulling those weapons out to aggressively use them whenever an opportunity arose.

I’ve spent the first half of this semester in our culture course trying to help these students see the history of, various opinions on, and motivations for gun ownership in the U.S. Thankfully, they’ve observed that (most days) our community is quite safe.

But then they read the news.

When I watch news coming out of Las Vegas night after night, I hear how investigators seeking a clear motive for last weekend’s massacre are baffled at nearly every turn. One by one, they have ruled out the clear cut and the usual. Extreme religious ideologies, chemical imbalances in the brain, mental illness, crimes of passion. Those closest to the shooter were surprised by his behavior and didn’t see such an attack coming.

I have not desire to oversimplify the matter and thereby belittle those who are grieving or mock the professionals who are trying hard to do a great job.

But when I ponder this, my mind returns repeatedly to some of Jesus’ words from one of his most famous sermons:

“The eye is the lamp of the body. If your eyes are good, your whole body will be full of light. But if your eyes are bad, your whole body will be full of darkness. If then the light within you is darkness, how great is that darkness.”

Sometimes, the basic or only motivation for committing an harmful act is: pure evil.

I rarely hear anyone speak in those terms these days. This is a day and age where biological progression should have made us rise above such base instincts and act in enlightened ways, where we have a pill to take to cure – or mask – nearly every illness and syndrome. We like to say that it doesn’t matter what I choose to dwell on or do with my time as long as I’m not “hurting other people.”

But what happens when what we’ve been feeding our bodies, minds, and hearts simmers until it boils over? What happens when we act upon the darker nature that resides in us all?

If one will admit that there is indeed evil in the world, what does one do about?

The only thing that will overcome darkness is light, and the only thing that will overcome evil is good.

More or different laws will only treat the wound on the surface. And threats do little to touch corruption so deep. To cure the cancer that runs through our society – and the world – eyes, minds, and souls must be filled with the Light of the World. And people must take daily responsibility for their personal choices and actions.

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(image source: http://www.integralhospitality.com/?p=238)

I attended the MIDTESOL annual conference in Kansas City – the yearly meeting for the Midwest regional branch of the International TESOL organization. Upon returning, my head was spinning with all the information I’d been exposed to. In those moments, one of the presenter’s words of wisdom came back to me like a whisper in the swirling wind.

Neil J. Anderson, a well-known researcher and educator in the field of TESOL, spoke to us about the essentials of professional development in ESL, especially as they apply to instructors and administrators coming back from large conferences. 🙂 Among his useful grounding points, he reminded us of the importance of having a plan for retaining and actually applying one or more of the concepts we’d been introduced to (or reminded of). He likewise stressed the need for a professional development community around us and how we must give/receive support and accountability in order to make sure that the positive changes we seek to apply are truly making teaching/learning better when we return to our home environments. Otherwise, we will go home and nothing will ever change – for we didn’t have a plan to intentionally change it.

In reflecting, I had to admit that I feel only a very loose sense of professional development community in my current work setting. I’d like this to change, but I’m not sure how to see that change happen. It’s as if I need to have a plan for setting up an intentional community with regular checks and balances (and encouragement) before I can move forward with the other part(s) of Anderson’s advice.

I also realized that most of my life has recently been about simply surviving, both professionally and personally. In teaching, that means last minute lesson plans and rushing to overlooked meetings; in professional development, it means a couple of relevant books marked a few pages in and collecting dust on an end table.

I need to have a plan or goal, even just one thing that I will aim for and focus on. And I need to ask a friend or colleague to help me stay on track while I reach for it.

Of course, the principles of community and purpose/priorities  apply to more than teaching and professional growth. They are also essential for emotional, mental, and spiritual growth and individual effectiveness in the broader community. So in daily reflection we can ask: “What/Who am I aiming for today? How am I going to do that or reach my goal? And how will I adjust myself or my plan today or tomorrow based on what happens today?”

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When I think of the term “homeless,” I often think of a person who simply doesn’t have a permanent roof over his/her head. But upon further reflection, I realize that some people who might be labeled homeless have a more genuine sense of home than some people who have mansions with all the bells and whistles.

For one thing, home has to do with identity. Some folks have felt a lack of identity because they don’t know about their family’s full story and their ancestral roots. Others feel rootless because their work requires that they relocate frequently. Still others ignore an inner burning and questions we are all hard-wired with from birth: the concept of spiritual origin as the foundation for spiritual wholeness and well-being.

For another thing, home has to do with possessions. Those may be material possessions, showing our style and income (or lack of those things!) by what our living space or bag of belongings holds. And they may be intangible possessions like virtues and memories – or those things as they are tied to tangible items we will never throw out.

Having just joined the ranks of home “owners” across America, while unpacking boxes in my new place, I was overcome by a different sense of home than I have ever experienced. Just Jesus, me, and my guinea pig. And it was good. I looked down at the items in my hands and surrounding me. Artwork crafted by my then-younger nieces. A gift from a former student reminding me to always remain hopeful. Copies of beloved books given at Christmases past. Soul-filling quotations scribbled on fragments of paper. I hung things on walls and set things on shelves. I put other treasures in closets to pull out at later times, when I will need to remember and count my blessings again.

Home is about identity. And when I believe that God held me in His mind before time began and has held me in His hand since the moment of my conception, I realize that anywhere I go with Him is home to me – and that home with Him is my ultimate home. So I can rejoice in the home of now and the home yet to come.

Home is about possessions. But going through this recent move helped me remember that Emma’s precious drawing is just as valuable to me as the deed to the new house. The latter is proof that – for a little while – I can rightfully dwell here. The former is proof that I love and I am loved – always.

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                                                            (source: https://www.pinterest.co.uk/pin/110619734567164356/)

 

For those who study and teach English as a second or foreign language, the sheer number of English verbs (not to mention the complex rules of tense and aspect) can be daunting. How will we ever learn them all?

For those who create and write using English words as a medium, the magnificent number of English verbs can be equally overwhelming. How will we ever use them all?

Part of what increases this language’s population density is the presence of both single-word verbs and phrasal verbs (verb phrases that are generally made up of – and defined through – a combination of a verb and a preposition).

An example of the difference between the two is this: to capitulate means to surrender, wave a white flag, or admit defeat. A phrasal verb with the same meaning would be to give up.

The modern conventions of writing, especially in the world of fiction, may drive a person crazy with the need to kowtow to tight word count limits and always choose a more active or dramatic verb over a less colorful one for fear that we might tell the reader something instead of showing it.

But I would like to argue that the verbs we choose (especially in our written communication) should not be chosen based solely on such factors. Rather, they should be chosen on a case by case basis, according to their basic meaning, their meaning in a given context, tone and register of the genre or audience preference, their weight or feel in a sentence, and the rhythm or texture they add to the piece as a whole.

To return to the first example, observe (or check out) these sentences:

It sounds much more noble for the king of the land to say, “I shall never capitulate, never give my self and my kingdom over to that fiend!” And it sounds much more realistic for the teen punk to yell at his brother while they are wrestling, “Come on…man! I don’t…want to…hurt you. Give up already!” Imagine how odd it might sound if we exchanged those two words in these cases.

To get your creative juices flowing, here is a list of ten more great verbs and their possible phrasal verb equivalents.

  • Circumvent –> Get around
  • Distribute –> Give out
  • Investigate –> Find out
  • Establish –> Set up
  • Announce –> Talk about
  • Display –> Show off
  • Divide –> Divvy up
  • Convert –> Change over
  • Involve –> Draw in
  • Cooperate –> Join with

I encourage you to add to the list in the comments section and also in your own writing notes. And the next time you’re working on a piece, don’t stress over adding an extra word to your count here or there if it means communicating your meaning and feeling more adequately.

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My little buddy, Mr. Whiskers, is the ideal pet for me.

But we had a little adjusting to do when he first came home. He was rescued by the Humane Society and, as an adult animal, he had already developed some habits and fears of his own. He’s not a cuddly beast – and is definitely king of his cage. Yet, as we’ve gotten to know each other better, I think he’s learned to trust me.

My new landlord stopped by recently. Part way through his visit, Whiskers started going nuts, begging me for some more food. (There is a distinctive “I’m hungry” squeak guinea pigs make.) The landlord was amazed: I could interpret for and communicate with a two pound ball of fur! I smiled. “Oh, yes. He’s clever and always lets me know what he needs and what he doesn’t like.”

Caring for Mr. Whiskers brings me a great deal of joy, and I firmly believed he feels safe in my care. How do I know? Guinea pigs do not fully relax and rest or sleep deeply unless they really feel like nothing or no one is going to hurt them. These days, Whiskers has been progressively more at ease, fully resting during times when I am home and sitting nearby.

Here are a few things I’ve learned (or relearned) from having a piggy to love.

First, he craves the good stuff. No unhealthy choices for Whiskers. When I tried to give him sugary pet snacks that were supposed to be good for him, he refused to eat them. Only the fresh stuff will satisfy him: timothy hay from the bail, cilantro, parsley, cucumber, watermelon, tomato, celery, carrot, lettuce, kale, and spinach. When he eats any of those things, he goes after them with gusto. I need to crave and be satisfied with the good stuff.

Second, he tells me its okay to have fun. Every now and then, Whiskers will display his zany side. He will grin at me while stretching high in his cage and make a certain grunt to show the food is outstanding, popcorn (jump straight up in the air) to show happiness and excitement, hide in his hut and then stick his nose out when I ask where he is, or play peek-a-boo with me around his water bottle. Interestingly enough, he usually does these things on days when I especially need a laugh, a smile, or a heart lift. It is great to be grateful for everyday things and stop to relax or play.

Third, he knows when it’s time to rest. About the time I should be heading to bed at night, Whiskers finishes up his late evening snack and lays down contentedly in his preferred sleeping corner. If I stay up much later, it upsets him and he wants to know what the problem is, getting worked up and making a ruckus. I am learning to wind down earlier. 🙂

Thank God for the gifts of goodness and love in every package – no matter how big or how small.

In the comments, please share about a favorite pet or what you have learned from an animal.

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Labor Day weekend is upon us. What better way to celebrate than to work? 🙂

I do look forward to a bit of rest and family time, but before that I will be providing training for some volunteer tutors in my community. They want to be effective helpers to their friends who are learning English, but many of these tutors have not formally studied education or language teaching theory.

Our training time is limited. And the sea of theory/practice in the ELL world is wide. How will I cross it and keep all of them in the boat with me during our short session today?

In planning and creating materials for the session, I had to ask myself, “What does it all really boil down to?” I had to go back to the basics.

For this session, that will mean focusing on the most fundamental principles of language learning and teaching (such as maintaining a balance between accuracy and fluency in progress) as well as a reminder of the elementary pattern for a solid lesson plan.

It will also mean telling myself multiple times throughout the day that we will not cross such a wide sea in one session. And that is okay.

Just as learning a language is a long, challenging process (especially for adult learners), learning how to teach a language well and help a language learner are things that take much time, practice, and patience.

From all of this, I draw several important recyclable lessons.

Anytime we need to explain something or teach others in life, no matter the topic or subject, we must always start with the most basic blocks and terms and work from there. And it never hurts to revisit the basics.

Every teacher trainer must keep the basics in mind when preparing additional materials or explaining more advanced principles.

Every language teacher or tutor must find hope in each teaching experience – both the ones that go very well to lift up the heart and the ones that ride roughly, where we learn from mistakes.

Every language student must join the ones they are learning with and from on the journey, recalling always that it is a journey. Today and tomorrow, we will learn something new. Or recall something previously learned. Or both. 

And in the end, hopefully, we will all look back and be able to see how far we have come.

In the comments, I invite you to name one of the most basic principles from your life or field/work that you always (want to) keep coming back to.

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