EnglisTician is a word that I coined. It is said of someone who knows English, and is passionate of English, in all its forms, language, culture, history, art.
While looking for a name for my magazine, I wanted to create not just a name but a message, a concept. To me, EnglisTician is the knowledge of English in all its forms, the language, the culture, the history, the various personalities of English; it encompasses what a linguist feels for a language. I have been passionate about the English language, and an EnglisTician, for many years.
I graduated in English language and Intercultural studies, thus combining what I love so much, languages and people. To me, a language is much more than communicating words; it is understanding a history, a way of thinking, a culture, customs and traditions. A language is alive, you can feel it.
I grew up speaking two languages, and then I learnt a third one at secondary school. While growing up, I lived among two cultures, often mixing with friends from yet other cultures.
I feel blessed to have experienced such a wonderful wealth of opportunities in terms of exposure to languages, and various cultures. They say that travelling keeps you young, but understanding other cultures keeps you open-minded, alert and even humble. I am always grateful when I learn something new from others. Maybe if we could look into other languages and cultures with the eyes of a child, and be more accepting, curious, not necessarily agreeing with everything we encounter, but at least not judging and thinking that ours is the best, just because, then maybe we could all be more understanding of others.
I tell my students that you know a language when you can feel it. You know instinctively if you have made a mistake, or something doesn't feel right. It's just the difference between putting words together, when you are learning a foreign language, and suddenly feeling it. You no longer translate everything in your head, you know the words, and you also know when they feel right.
So, EnglisTician brings you a language, but also a culture. I want to bring you the nuances of the English language, British English, American English, Australian English. In fact, many talk about international English. It is said that knowledge is power; I think the more students understand about a language, or languages, and cultures, the better equipped they are in life, wherever they go.
I hope you too will become an Englistician, and will share my passion for languages and cultures.
Eva M.D. Ruiz
© Design by: Extra Sensory Design (www.extra-sensory.co.uk)
Thursday 11 April 2013
Wednesday 10 April 2013
Listen very carefully... I shall say this only once...*
*(Expression taken from an English sitcom called 'Allo, Allo')
In languages, when you think about exams, you might think of them according to skills: reading, listening, speaking and writing. You prepare for each skill, usually separately, and hopefully, practise as much as possible.
We all have different strengths; some of us find one skill easier than another. However, the listening exam is very often, the one students tend to struggle with the most.
In our lessons, we encourage students to listen to all kinds of material. The most obvious one is, of course, the recordings that accompany the textbooks. Although this is essential as part of the lesson, it may be limiting in terms of variety. Students thrive on a wide range of material; they need to be exposed to different registers (formal, informal, colloquial), different accents, different speed.
To expect the pupils to listen to the radio, watch a dvd, or a tv programme, on their own, can be somehow unrealistic. I have explained to many parents that the best way to improve the listening skill of their children is through constant exposure to authentic material, such as the above-mentioned. Yet, as much as they show enthusiasm, students seldom succeed in doing it away from the classroom.
So, how can we motivate pupils and encourage them? How can we ensure they improve their listening skill, in order to prepare them fully for the exam?
If you decide to watch a film extract in class, you could ask the students to talk about the end of the story, if they know it, or to invent an end. With the amazing technology we have nowadays, it is easier to bring interesting material to the classroom. It is possible to listen to a radio programme, for a few minutes, or a popular song in the charts, and ask the students to write down as many words as possible.
Sit a student on a chair, in front of the class, and put them on the 'Hotspot'. This is when a person is interrogated, or put under the spotlight. You can use this exercise in various ways, but in this case, you could ask them to read a passage from a book, a joke, a poem, a song, or really anything that will be of interest to the class. The other students must listen and pick up 50 words, or five sentences, or give a summary of what they have heard. Basically, you can use this exercise as you wish, as long as it encourages students to listen and understand what is being said.
The more listening practice you do, the more confident you will feel. This will certainly impact on your speaking too. However difficult it might seem at the beginning, it is only with lots of practice that you will eventually listen and understand with ease. Persevere, be tenacious and the results will speak for themselves.
After all, as we say in English, practice makes perfect…!
Here are a few clips that might be of interest. This is a very small selection of what you could find on the internet. So, go ahead and make a start, but find your own programmes, films and other sources that is of interest to you.
www.bbc.co.uk
Adele 'Someone like you' - lyrics
http://www.youtube.com/watch?v=7AW9C3-qWug
There are some spelling mistakes in this transcript, can you spot them?
My family - English sitcom
https://www.youtube.com/watch?v=qp5U7J-7NTk
Can you find the idioms and phrasal verbs?
Miranda - new sitcom
https://www.youtube.com/watch?v=98SFgAp4ucg
The Most Evil Women in History - Bloody Mary Tudor (part1/3) - Documentary
https://www.youtube.com/watch?v=Mjc7oxrEBwI
Eva Ruiz
In languages, when you think about exams, you might think of them according to skills: reading, listening, speaking and writing. You prepare for each skill, usually separately, and hopefully, practise as much as possible.
We all have different strengths; some of us find one skill easier than another. However, the listening exam is very often, the one students tend to struggle with the most.
In our lessons, we encourage students to listen to all kinds of material. The most obvious one is, of course, the recordings that accompany the textbooks. Although this is essential as part of the lesson, it may be limiting in terms of variety. Students thrive on a wide range of material; they need to be exposed to different registers (formal, informal, colloquial), different accents, different speed.
To expect the pupils to listen to the radio, watch a dvd, or a tv programme, on their own, can be somehow unrealistic. I have explained to many parents that the best way to improve the listening skill of their children is through constant exposure to authentic material, such as the above-mentioned. Yet, as much as they show enthusiasm, students seldom succeed in doing it away from the classroom.
So, how can we motivate pupils and encourage them? How can we ensure they improve their listening skill, in order to prepare them fully for the exam?
If you decide to watch a film extract in class, you could ask the students to talk about the end of the story, if they know it, or to invent an end. With the amazing technology we have nowadays, it is easier to bring interesting material to the classroom. It is possible to listen to a radio programme, for a few minutes, or a popular song in the charts, and ask the students to write down as many words as possible.
Sit a student on a chair, in front of the class, and put them on the 'Hotspot'. This is when a person is interrogated, or put under the spotlight. You can use this exercise in various ways, but in this case, you could ask them to read a passage from a book, a joke, a poem, a song, or really anything that will be of interest to the class. The other students must listen and pick up 50 words, or five sentences, or give a summary of what they have heard. Basically, you can use this exercise as you wish, as long as it encourages students to listen and understand what is being said.
The more listening practice you do, the more confident you will feel. This will certainly impact on your speaking too. However difficult it might seem at the beginning, it is only with lots of practice that you will eventually listen and understand with ease. Persevere, be tenacious and the results will speak for themselves.
After all, as we say in English, practice makes perfect…!
Here are a few clips that might be of interest. This is a very small selection of what you could find on the internet. So, go ahead and make a start, but find your own programmes, films and other sources that is of interest to you.
www.bbc.co.uk
Adele 'Someone like you' - lyrics
http://www.youtube.com/watch?v=7AW9C3-qWug
There are some spelling mistakes in this transcript, can you spot them?
My family - English sitcom
https://www.youtube.com/watch?v=qp5U7J-7NTk
Can you find the idioms and phrasal verbs?
Miranda - new sitcom
https://www.youtube.com/watch?v=98SFgAp4ucg
The Most Evil Women in History - Bloody Mary Tudor (part1/3) - Documentary
https://www.youtube.com/watch?v=Mjc7oxrEBwI
Eva Ruiz
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