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"The World is the Classroom:  21st Century Teaching and Learning"

The CATESOL 2017 Annual Conference Committee is now accepting proposals. The conference dates are October 19-22, 2017 in Santa Clara, California. If you would like to be a presenter, please complete this form by the deadline of July 23rd.
We would need to complete the application by the end of June so we can submit before I leave in July.
I think it is pretty awesome that the theme of the conference is Teaching and Learning!
Please add a comment if you are interested in meeting up to work as a group on submitting a proposal together...

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I will bring another pizza from zubbys!!!

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Hey y'all!
I'll be bringing garlic cheese bread from Pizza Press tomorrow.
Can't wait to eat!

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I have been pretty isolated the past two weeks--working on end-of-the-year projects, so all I have for you is my own communication breakdown due to my difficulty referring to the city "CARmel" (it is not pronounced like the candy--not [care-a-MEL] or [CARm'l] but with the stress on the first part pronounced like the vehicle "car" and then the second syllable pronounced like the name "Mel Gibson."

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Hi! I am debating too, lol--either Tacos from Taco Bell or Sweet Kale Salad from Costco (I vote something healthy, but I'm okay with anything :) ...Also, I think I got a little excited last week--leaving early might be more beneficial than watching a movie the week before finals, but again, I'm okay with anything :)

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What is everyone planning to bring? I am debating between bringing something sweet, healthy, or meaty. Which of the three choices sounds best to all of you? Thoughts?

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In my SHINE class this week, the students continued to use the ailment related vocabulary such as "stomachache" and others that end in ache. The teacher became a little frustrated when she heard them continuing to pronounce the words with the /ʧ/ instead of the /k/ even though she thought they had already fixed this. She decided to work on it again and had me write all the ache words on the board to read through them and have the students repeat. She asked me to do it twice and that was it for pronunciation. Knowing now the importance of using multisensory methods, I predicted that this wouldnt work for everyone. The students continued to pronounce the words with a /ʧ/ everytime they saw the word in writing because they learned to associate that ch with that sound. There's no way for them to see that it's different. This is where learning IPA might help give them a visual of the difference between spelling and the actual sound or, since they're beginning literacy, it may have been useful to at least show them the articulators being used

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I was recently on the phone with a customer service employee in India. The first thing I noticed was their inability to produce a series of letters and number in proper thought groups. It seemed that the series of digits was being pushed out in one breath. It was difficult to understand and tried to elicit clarification by repeating the same codes in, what I considered to be, proper thought groups.

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I encountered a situation where improper stress and intonation caused a complete misunderstanding. A student was trying to make a joke by using play-on-words, but the joke failed miserably because I couldn't understand and couldn't use context clues to help my understanding. He said "death valley" and he stressed and raised the intonation on "death" instead of the first syllable of "valley".

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Manuel 5/04

During the last session of tutoring, I told my students to answer questions I had previously selected. The questions were to be drawn out of a bag. I recorded the students' answers to the questions and noticed one of them produced words ending on "tion" as /ten/. For example, the word "question" (/kweschen/) was repeatedly as /kwesten/. The same happened with words such as attention, condition and education

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This week I was speaking with a student about their time learning English, and the student made a comment about how classes have helped them speak grammatically correct. The student pronounced grammatically as /grəmætɪkəli/ and I wondered why the pronunciation sounded odd until I realized that native speakers would usually delete the final [ə] producing /grəmætɪkli/

Another thing I have noticed is that many students struggle with producing 'the'. Vietnamese does not have the /ð/ sound, and so speakers often produce 'the' as /də/. Native speakers don't seem to really enunciate the /ð/ sound in rapid speech, so is there a way we could help learners produce the sound without it sounding odd?

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L1 interference by Vietnamese was the cancellation of the final sound such as the /d/ for stand or /t/ for plant, which is a common practice in Vietnamese. Because of this common problem the both the students I had tutored, I suggested for them to speak slower,  and monitor their own voices.

Lastly I also suggested that to record their own voices then listen to the proper pronunciation from a dictionary application by Merriam-Webster Inc. since they both have a capable smartphone to check for problematic pronunciation of  “bait”, “debate”, “bay” or “bank” mentioned last week.

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My husband was talking about something and he said "That's interesting" but, with a sarcastic intonation (When I expressed my understanding of what he said, he clarified that he actually thought it was interesting and we had a little discussion about the sharper rise and fall of an enthusiastic "that's interesting" vs. the longer drawn out less sharp rise and fall of a sarcastic "THA-aat's interesting." ...It was interesting :)  Also, for resyllabification and reduction I found this for you all: ...I had some issues, they are pasted above :/

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Several SHINE students in the past have asked me about silent letters and explain to them that over time pronunciation has changed. When I was in elementary school I never like silent letters, so I would always say them in protest. Now, as I am working with students I am reminded about how annoying or difficult they can be. Luckily, I am able to show students the rules and give them examples.

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A Korean L1 student was telling me about a paper he was writing and he was telling me about extrinsic and intrinsic motivation. He knew he wasn't saying those two words correctly, so he repeated "extrinsic" three times even before I said anything. The first thing I asked him to do was slow it down and tell me how many syllables the word had. I asked him to do this because he seemed to be rushing everything together and I wanted him to consider the word in manageable pieces before addressing each chunk. After we analyzed each syllable we were able to put the smaller segments together and he was much more successful.

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This week I showed my students different colors and asked them to say all the colors in English. They were able to name all the colors. Then, I asked them to write them down on a piece of paper. In stead of "white" they wrote "whait", in stead of "blue" they wrote "blu". They did not know how to write the word "purple". I realized that the students pronounce a word correctly does not always mean they can write it accurately.

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During my tutoring session this week one of my students said she was hungry and would like to get a "snack", which she produced as /sneyk/. Then, I explained that whenever a vowel letter is followed by a consonant letter plus word-final silent "e" (s n A K E), one must produce that vowel as tense or with the long sound. If a vowel letter is followed by a just a consonant letter (s n A C k), then one must produce that vowel as lax or with the short sound.

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3) In my SHINE this week, the students were learning about ailments (headaches, stomachaches, burns, rashes, etc...) and one worksheet required them to use this vocabulary in sentences such as "He has a headache." The teacher wanted to them to use "a" and "an" correctly and explained to them that you use "an" in front of a word that begins with a, e, i, o, or u. After reading the chapter for today, I realized that she was teaching a common misconception.

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In my Shine class for another course, a student misunderstood a section of a reading because of the spelling of a word. The word was 'say' used in the context of "Do you want to go to a movie, say this Friday?" rather than in the context of "What did she say?" The student in the class misread the word 'say,' as in for example, because it is spelled the same way as the verb, and therefore the student could not figure out who was speaking.

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Question: where do you place the stress in the word "applicable"? https://pollev.com/caleba505

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This week I noticed a few different things.
1) I was listening to someone speak and noticed that when they pronounced the word "surprised," they did not pronounce it as /səˈpraɪzd/,  but as /sərˈpraɪzəd/. This reminded me of the chapter where we learned about epenthesis and how nonnative speakers sometimes use it word internally to break up clusters.

2) This same speaker also pronounced the word "accuracy" with the stress on the second syllable instead of on the first. So she said a-CCU-racy,  not A-ccu-racy.

3)

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I use this website to type my IPA symbols. It was recommended by my Linguistic class last semester.
http://ipa.typeit.org/

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This online converter of English text to IPA phonetic transcription will translate your English text into its phonetic transcription using International Phonetic Alphabet. Paste or type your English text in the text field above and click “Show transcription” button (or use [Ctrl+Enter] shortcut from the text input area).
http://lingorado.com/ipa/

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The two students I am tutoring both speaks Vietnamese as their L1. In Vietnamese, the letter “p” and “b” are very similar in pronunciation. They seemed to have a problem with pronunciation like “bait”, “debate”, “bay” or “bank”. But the students are able to pronounce words like “lake” or “rate” just fine. Especially one student who always slightly raise the intonation for the syllable for /eɪ/ or /æ/for the above mentioned words. I’m not sure if it has to do with the /b/ phoneme related to their L1. I have been trying to find different ways to solve this problem, but so far to no avail.

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A couple weeks ago in my SHINE class we extensively went over the differences between /tʃ/ /ʃ/. After spending around 20 minutes going over videos and diagrams of the two sounds, the class was practicing and it seemed like most students were getting the difference. But this week, one student was saying the word shirt, but pronounced it as /tʃɪrt/. The instructor corrected her, but did not go into more detail again.

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https://www.youtube.com/watch?v=dydT7V-cH_E

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At work there was a delivery guy who wanted to drop off my neighbor's package to me, but I redirected him to Suite 150 (the original address was 115, but it was locked) He said, "I already tried it, it's locked." So, I re-enunciated "One FifTY" and visually pointed to the proper door for the landlord's office (adding the visual element to assist with comprehension)

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Morphology

Jones's
Jones

Omission of the /iz/ at the end of possessive nouns.

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When I was in secondary school, I hated to memorize all the forms of irregular verbs. it was not easy because I did not have a chance to use them. it is not a great deal for me right now; however, my past experience helps me to understand my students more

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4/20 Manuel Rodriguez

During this week's tutoring session my students and I were studying differences between the /r/ and the /l/ sound. One of them asked me if I had mispronounced the word "RECord" because I placed emphasis on the first syllable and not on the second one as on "reCORD". To answer the student's question I explained that "RECcord" is a noun, which means emphasis has to fall on the first syllable. Likewise, I explained that verbs like "reCORD" must be emphasized on the second syllable.

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I am tutoring two students. One of the students' language has initial /s/ sound but not middle or final sound. She almost omits all the /s/ sounds and it is hard for listeners to understand her. Now I am reading "teaching the -s ending to students", I feel frustrated. She does not pronounce regular /s/. How she is going to distinguish /s/ and /z/. I realize that patience and hope are the key to success.

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Last week we talked about "slips of the ear" and I remembered when my SHINE students have asked me about them in the past. One student asked me about a "note or republic," I explained that it was a notary public. This reminds me of a radio show where the host has a game called "What the Hell Did Jesse Jackson Say," in this game callers listen to Jesse Jackson speaking and try to figure out what he said. I also noticed that this is a particular problem with reduced speech, as native speakers often speak quickly and frequently use various aspects of reduced speech.

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I asked two students if they had successfully practiced using the connected speech we had worked on the previous week, [shortening "do you have any" to "djav any"]. One student was excited because the person he spoke to understood him perfectly, the other student was disappointed because his interlocutor didn't understand him. After he repeated his question to me I learned that while he was appropriately shortening [do you have] he was stressing it incorrectly and he didn't follow it up quickly enough with the rest of his sentence, so it felt very out of place. Also, his intonation was awkward. It reminded me again of the complexities and multiple elements at work in every single sentence we speak.

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This one is sort of silly, but it made me aware of how common misunderstandings could happen because of linked speech. It emphasized, again, the importance that situational context plays in decoding listening. I heard someone say, "if you wanna join this event let us know through Jay Z mail." Of course, context immediately told me that we're talking about "Jay's email," but I chuckled a little bit thinking about what Jay Z mail could possibly be.

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One of the students in the class I help in for SHINE, noticed the linking that was taking place whenever the teacher asked the question "What else?" He asked me about it and attempted to mimic what he heard. I was able to explain to him in simple terms that when we (native speakers) speak in English, we use linking in order to maintain the natural rhythm of speech. I broke it apart for him ( wha - telse) so he could see what it actually sounds like. He then asked me "and this is understood?" I told him it is and that he will hear it a lot when listening to spoken English. He seemed fascinated by this and I wish I could have gone more in depth, but considering that this was a beginning literacy class and the  teacher was reviewing with them, it was not

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When I first heard the word "valet parking", I thought "valley parking". Until I saw the word was written, I realized that I was wrong. I did not know valet  parking until I came to America.

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I was hearing my brother talking about a dish he had from Cheesecake Factory. He didn't remember the name of the entree, but because of the fusion type of world cuisine in the place, he described the dish as "sasimi masala". I was a bit confused as I was guessing what he was actually trying to say "sesame" instead of "sasimi" (very similar to Japanese, sashimi). I had to guess and make clarification that he was not talking about the Japanese sashimi.

It still amazes me that my brother had been in the US for almost 20 years still have problems with the pronunciations (/s/ vs /ʃ/ and /e/ vs /a/) and word stresses.

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Natalie Imbruglia's, "Torn"
Misheard Lyrics:
I don't miss it all that much
There's just so many things that I can't sanction torn.
Original Lyrics:
I don't miss it all that much
There's just so many things that I can touch, I'm torn.

I do not know how the original lyrics was "...I can touch, I'm...", no matter how many times I try to identify what I heard of the song and the lyrics, I just can't match it.

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During an activity focused on reduced speech, one student in my SHINE class was over reducing phrases. I explained to him that not everything reduces, and write down some reductions that are covered in class and look for those and other reductions he know, and not look for unfamiliar reductions.

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Manuel 4-13
While studying syllable stress on cardinal numbers, I noticed one of my Vietnamese students produce the /t/ in fifty as /d/ (fifdey). I didn't ask her why she would produce the /t/ as /d/ but I could have been the result of mishearing. It's worth pointing that /t/ and /d/ are both alveolar, stops sounds, which might have contributed to the mishearing.

Manuel 4/06
One of my students heard me say the word "often" with the /t/ sound unomitted. She asked if it was okay to omit the /t/ sound (I.e. afen) and still be correct, and I say it was.

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Mishearing often occurs when listening to the lyrics of a song. The type of mishearing that can occur can be due to the listener segmenting a word improperly. An example of incorrect segmentation that arose is in a song titled Change People Don't Change by The Growlers. The lyrics in which the incorrect segmentation arose are the following:

'Regrets a paradise
Regrets a paradise, no dice'

'Paradise' could be interpreted as 'pair of dice'

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This week I led a pronunciation workshop which highlighted the importance of listening skills. After listening to a scene of an American T.V. show, we focused on listening for stressed words, stressed syllables, and connected speech. Students were surprised to learn that "do you have any..." became "djave any..." Once they started recognizing the connected speech after multiple listens to the speech sample, they then practiced pronouncing it that way. I realized that "djave" sounded strange if it wasn't quickly followed by the subsequent word.

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When working on pronunciation with 5 Korean speakers, I noticed there was no lip movement when pronouncing the diphthong in "oil." We then spent time over-emphasizing the lip movement in the diphthong.

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https://www.youtube.com/watch?v=hxMfGdBv4cc
This is a great clip for teaching Sarcastic intonation--start at 0:50 seconds :)

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I have noticed that when people relay a CWID, it is often in thought groups similar to those of a US phone number. For example someone may say 888 / 888 / 888 /. Recently an international student from Kuwait was telling me their CWID and used 8888 / 88 / 888/. Because this was different from the usual thought groups I hear for CWIDs, it stood out.

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When I was working with my tutee this past Monday, she was having trouble pronouncing the word "ball." The /l/ was produced more like an /r/. This was not my focus for the day's lesson, so I didn't spend too much time with it, but I did my best to show her and describe to her where the place of articulation was for each of these sounds. In the end, she was able to produce a better final /l/.

For last week (4/6/17):
I had the tv on for background noise and the TV show "The Goldbergs" was on. In this episode one of the kids continued to argue with his grandfather about the correct pronunciation of Batman. He would pronounce it as /bætmæn/ but the way his grandfather would say it sounded closer to /bætmɪn/. It was very odd sounding to me and eventually I started to feel as annoyed with it as the kid in the show. Both characters in this show are native English speakers, so this could just be a regional difference.

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The Goldbergs 4x20 Promo  The Dynamic Duo  HD Batman Tribute directed by Kevin Smith

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http://www.linguee.com/

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I overheard someone giving directions and they kept saying the second "c" in "Acacia" as a "dj" sound. I'm not sure where the problem was coming from but I'm assuming it was negative transfer from the L1 (which is unknown).

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American English Pronunciation | Teacher Resources

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The trick to speaking English with clarity and impact is understanding the melody and rhythm that is specific to English, but differs in other languages.

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Judy Gilbert's Teaching Pronunciation using the Prosody Pyramid Guidelines

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Judy Gilbert's Teaching Pronunciation using the Prosody Pyramid Guidelines

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I found it a bit hard to help students to pronounce the word "war". I tried others minimal pairs like oar, roar, boar, more, the student can produce them and the phoneme /ɔ/ fine,  along with others like "oar", "more", but just not with another consonant that begins with /w/, like "war" or "wore." Does anyone has any clues on why or how to mitigate this issue? Thanks.

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I found another site that lets you download audio and video from youtube: https://www.youtube2mp3.cc/

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I thought this might be nice for thought groups, also--I saw a preview for the new minions movie (*Ahem* I mean Gru Movie--but, seriously--it's all about the minions.) And how awesome would this clip be for talking about Intonation?/! https://www.youtube.com/watch?v=spjEqvfjFuA&list=PLhLxn5YMQ4LMr1mMB5Jra1VdwpqmWotaN&index=12&ytbChannel=HKTOYSRUS

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Policy said as [puh-LEASE-ee] caused a breakdown in communication--because it sounded like "Police" So, when my father-in-law said the "policy number" I thought he was trying to give us the police number. This could be addressed by using the rubber band technique to show them where the prominent syllable is. (Lengthening the rubber band on the first syllable for policy and on the second for police.)

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https://www.onlinevideoconverter.com/video-converter
Here you go. Works with a lot of sites, including Youtube, Instagram, Vimeo, and Teachertube.

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One student showed me a list of words (homophones) and asked me how to pronounce them. He was surprised that some words can be spelled differently but said the same way. I will upload the list once I figure out how to upload it from my phone.

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Students were discussing pie on Pi Day. One student said that pie was his favorite dessert, but he pronounced dessert with stress on the first syllable, which sounded like " 'desert ". An instructor let the student know he needed to place the stress on the second syllable to produce " de'ssert "

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My doctor told me that I should stand every 15 minutes. I didn't respond immediately so she automatically self-corrected putting the emphasis on the second syllable. Although I still didn't hear an /n/ at the end, because of the emphasis I'm assuming fifteen.

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Consonant clusters.
My tutees worked on a reading activity that had words like "world" and "grades". As they produced the consonant clusters in such words, the word "world" became /word/ and the word "grades" became /greys/. I asked the students if such sounds or clusters exist in Vietnamese and they said "no". To help them produce the clusters we resorted to epenthesis, in which case /word/ became /were old/. /Greys/, on the other hand, was broken down into parts /greyd z/.

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Consonants and consonant clusters

A group of adult learners were learning about the months and seasons yesterday. The native Spanish speakers were having trouble pronouncing "month" and ordinal numbers such as "fourth" and "fifth." The word /mʌnθ/ became /mʌnt/, /forθ/ became /fort/, and /fɪfθ/ became /fɪs/. Final consonant clusters are challenging for Spanish speakers, so they tend to delete sounds as is the case for "fifth." They often change the voiceless /θ/ to /t/ ( as in /mʌnθ/ and /forθ/) or to /s/ because the /θ/ is difficult for them to produce.

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Prominence and intonation in discourse

I work as a server at a wedding venue on the weekends. During dinner service, I ask guests a closed-choice alternative, "Would you like any red or white wine?" (=which wine would you like: red or white?), and they will usually reply either "red" or "white." However, some guests interpret this as an open-choice alternative (=do you want wine?), and will reply "yes."

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Vowel production in the word "aunt"
One of my tutees asked me wether the focus word "aunt" is pronounced with emphasized (u) as in /unt/ or with emphasized (a) as in /ant/.

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An L1 speaker of Arabic produced 'girl' as two syllables /gɛ-ɚl/. This is common in L2 English learners when producing words with r colored vowels.

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Japanese language always ends in a vowel. That's why it is hard for Japanese learners pronounce English words that end with consonants. They tend to say "booku" instead of "book", and "looku" instead of "look".

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I realized that I say "interesting" in two different ways. I remove a vowel in the first pronunciation and a consonant in the second.
1. 3 syllables-- in - tres - ting (I say this when I have reservations about something) "That's interesting..."
2. 4 syllables-- in - ner - es - ting (I say this when I genuinely am interested in something. "That interesting!"

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A Korean L1 in an Intermediate Conversation class didn't know the meaning of "cause," a Spanish L1 answered that it was a reduction of the conjunction "because." I explained that many native speakers do reduce because to cause in spoken English, but in written English cause and because have a different meaning.

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Syncope in "vegetable"
A native Spanish speaker in a beginning-low level class pronounced vegetable as ve-ge-ta-ble (without the deletion of the middle e). At first she was unaware of the deletion of the unstressed medial vowel, but noticed after hearing it again and asked about it. In Spanish, the word for vegetable is very similar and all sounds are pronounced, which is the case for most words in the Spanish language.

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Japanese students have difficulty of producing:
bath /æ/ and but/ʌ/

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Word stress
Native speakers of English have variation in their pronunciation of the word 'insurance,' with respect to stress.

IN-sur-ance
in-SUR-ance

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3/9/2017 Fossilization of "Math" stated as /mæs/ instead of /mæθ/

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3/9/2017 Fossilization of "Math" stated as /mæs/ instead of /mæθ/

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Upon speaking to an advanced NNES, I noticed that he always pronounced /θ/ as /s/ however, since it did not impede his ability to communicate with his peers, he had no interest in fixing the error.

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Wednesday

/deɪ/ /dɪ/

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Toll (L-coloring)
Chinese and Spanish Speakers had difficulty with the pronunciation of "Toll" as in "Toll Road" so I broke it up into two syllables like it did in the book [Toe-ul] and similarly with other r/l-colored words.

FOR LAST WEEK: "Parfait" Pronounced by an older Korean English Speaker as "Parpay" a simple modelling technique corrected the mispronunciation, but, given the opportunity I would like to work through the 5 phases of practice to see if it could break through the "fossilization."

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Soup vs. Soap (vowels)
A group of L1 Spanish speakers had trouble with the vowel sounds in these two words. When first hearing them, they had trouble discriminating the two sounds and when they pronounced them, they sounded almost identical. The word soap was more difficult most likely because the sound /əʊ/ does not seem to exist in the Spanish vowel inventory.

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3/2
mother
It seems that there is no [ ə] sound in Spanish. instead of pronouncing [ə] sound, many Spanish speakers produce /ɛ/ sound.

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Vowels
Two pronunciations exist in American English of the word 'egg.' The contrast is in the initial vowel, one with /ey/ and the other, /ɛ/.

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pleasure
A Spanish student finds difficult to pronounce this word. instead of saying ['pleʒǝ], she say ['plesuǝ]. there are many ways to pronounce letter "s" and it makes her confused.

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3/2
Man, men
An L1 Spanish speaker was trying to differentiate man and men, but Spanish does not have either the [ɛ] in men or the [æ] in man, so the two words sounded the same.

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Primer, when defined as an introductory study or an introductory text book, is typically pronounced with the /i/. This is different than it's homonym, which is a paint supply, and whose "i" is pronounced like /ay/. Because I first learned this word while reading, instead of listening, I always assumed the NAE pronunciation was /ay/. This week, When I heard someone pronounce it with the /i/ vowel, I asked the internets which was correct...apparently NAE uses /i/ and British use /ay/.

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3-1-17
Dropping the /ə/ in words such as accidentally, bakery, beverage, family, grocery, vegetable, salary, wondering.

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3-1-17
During a conversation in an intermediate conversation class one student mentioned a "notary republic" a second student heard it as "note or republic".

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3/1/17
Los Angeles
/lͻsændʒǝlǝs/ vs. /-lɒs/
Pronunciation of the word 'Los Angeles' is different at the end. Some people say /-lǝs/, and some people say /-lɒs/

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2/27/17
stopped & saved & ended
/t/ & /d/ & /id/
voiceless consonants; voiced consonants and vowels; t and d consonants

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2/26/17
"listening"
/ıɪsεning/ vs. /ıɪsεnɪη/
A student was trying to pronounce all sounds clearly.

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2/23/17
"Eight or H?"

A student was relating their email over the phone. Their L1, Vietnamese, lacks the /t͡ʃ/ sound making it difficult to determine whether the target was /eɪt/ or /eɪt͡ʃ/

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Amateur

Pronunciation of the /t/ in the word 'amateur' varies among native speakers of English. Some produce the consonant as [t] while others produce [tʃ].

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2/23/17
house vs. ouse
The student had difficulties producing the initial h. This may have been caused by confusion with other words that have a silent h.

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03/09/17

Contractions in connected speech.

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2/16
LeSlie vs.  LeZlie
Different ways of pronouncing things.

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2/16/17
Car-a-mel vs. Car-mel There will be differences in pronunciation depending on regional dialects.

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2/16/2017
live vs lives
verb vs noun

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2/16
Eh-conomics vs Ee-conomics
Pronunciation differences based on L1

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yard vs. jard
listening discrimination
different pronunciation for the same letter 'y' on regional dialects.

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2/16
mInute/minUte
noun/adjective

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Cumin
oo vs yu

We haven't discussed vowels in detail yet, but we have discussed production in general. This is important in diagnostic testing, to examine both production as well as comprehension. There is variation among native speakers of production of this word.

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2/16
DAta vs. daTA
Perhaps, a difference in regional dialect.