Challenges for non native English speaker during teaching
- 1. ASSIGNMENT Challenges, trend and innovative practices in teaching of English to the non-native English speaker using the varieties of TED TALKS. Submitted by: Submitted to: Hidayatul haq Sir Islam khan Roll No: Class: Bsf1903069 B.Ed(hons) 4th semester evening Submitted on: 30-03-2021
- 2. Challenges and trend A non-native English teacher face during teaching. The linguistic challenges faced by faculty included a variety of problems, such as telling effective stories, anecdotes, jokes and using irony and humour in class, performing speech acts appropriately such as suggesting, complaining, giving directives, reprimanding and other aspects of day-to-day classroom management. They also experienced difficulties expressing modality (with 'could', 'should', 'would' and 'must') and cited a lack of sufficient lexical dexterity to handle emotional or colloquial language appropriately, as well as problems with certain culturally bound concepts. Although they referred to challenges with English phonology and levels of formality, respondents did not experience problems relating to grammar or to the language for specialised purposes (LSP) of their specific disciplines. As regards non-verbal behaviours, they sometimes found difficulties in reading facial expressions of students from cultural/linguistic backgrounds that they were not familiar with. What they felt they lost most as professors is their spontaneity, their ability to improvise, to use small talk, automatic routines and ready-made formulae, to employ a range of vocabulary and paraphrase as well as their awareness of register and style. What they gained is that they prepared more and rehearsed more than they would have to in French, students found that their restricted vocabulary was clearer, they brought extensive cross-cultural knowledge to the students as they used French cultural examples and illustrations in class, they developed greater linguistic flexibility and accommodation strategies in their use of the English language and the gained increased respect from most students. French faculty used a range of strategies to cope in the English-language classroom such as paraphrasing, thorough preparation and rehearsal, avoiding certain language structures, appealing for help by asking students for clarification, switching back into French where appropriate, using
- 3. ‘literacy brokers’ (other faculty and experts in their field), online resources and keeping notes of the language they use when teaching. Professors describe teaching in English as taking on another personality or putting on a mask prior to going on stage. Some felt they become another person as they cross the linguistic boundary. Others said they mimic specific native speakers and develop chameleon-like skills to adapt to a diverse student audience. some tips to help non-native English teacher to learn English with Ted Talks: 1. Listening – the fundamental part is “active listening”. For example, try to make a prediction of what the speaker is going to talk about, or even try to imagine what the next point of his talk will be. You can stop the playback as many times as necessary and listen to it again. 2. Pronunciation – you can identify the phrases that are most difficult for you to repeat, and practice them as necessary. Also, with the help of subtitles (if you put them in English) you will appreciate the differences between written and oral. 3. Grammar – by listening to the speakers speak live to an audience, you will be able to learn and practice verb tenses, think about the grammatical constructions they make, and even learn new phrases that are incorporated regularly in colloquial language. 4. Vocabulary – surely there are many words that you do not know during the talks, but being in the middle of a context, it will be easier for you to understand their meaning. Also, remember that you have the help of transcripts!
- 4. Varieties of TED talk for non-native English speaker. 1. Fluent in Three Months (benny Lewis) 2. Smash fear, learn anything (Tim Ferris) 3. Breaking the language barrier (Tim donner) 4. Go Ahead, Make Up New Words! (Erin McKean) 5. What we learned from 5 million books (Eres Lieberman Aiden and Jean-Baptiste Michel) 6. Why people need poetry (Stephen Bert) 7. Can home cooking change the world (Gaston Acro) 8. The enchanting music of sign language (Christine snKim) 9. The beauty of what we will never know (Pico lyer) 10. Why the only future worth building include everyone? (His Holiness Francis) Smash fear, learn anything (Tim Ferriss circa 1979 A.D) This is Tim Ferriss circa 1979 A.D. Age two. You can tell by the power squat; he was a very confident boy… and not without reason. he had a very charming routine at the time, which was to wait until late in the evening when his parents were decompressing from a hard day’s work, doing their crossword puzzles, watching television. he would run into the living room, jump up on the couch, rip the cushions off, throw them on the floor, scream at the top of his lungs and run out because he was the Incredible Hulk. Obviously, you see the resemblance.
- 5. And this routine went on for some time. When he was seven, he went to summer camp. his parents found it necessary for peace of mind. And at noon each day the campers would go to a pond, where they had floating docks. You could jump off the end into the deep end. he was born premature. he was always very small. his left lung had collapsed when he was born. And he has always had buoyancy problems. So, water was something that scared his to begin with. But he would go in on occasion. And on one particular day, the campers were jumping through inner tubes. They were diving through inner tubes. And he thought this would be great fun. So, he dove through the inner tube, and the bully of the camp grabbed my ankles. And he tried to come up for air, and his lower back hit the bottom of the inner tube. And he went wild eyed and thought he was going to die. A camp counsellor fortunately came over and separated us. And from that point onward he was terrified of swimming. That is something that he did not get over. And his inability to swim has been one of his greatest humiliations and embarrassments. That is when he realized that he was not the Incredible Hulk. But there is a happy ending to this story. At age 31 — that’s his age now — in August he tooks two weeks to re-examine swimming, and questioned all the of the obvious aspects of swimming. And went from swimming one lap — so 20 yards — like a drowning monkey, at about 200 beats per minute heart rate — he measured it — to going to Montauk on Long Island, close to where
- 6. he grew up, and jumping into the ocean and swimming one kilometre in open water, getting out and feeling better than when he wents in. And he came out, in his Speedos, European style, feeling like the Incredible Hulk. And that’s what he wants everyone in here to feel like, the Incredible Hulk, at the end of this presentation. More specifically, he wants you to feel like you’re capable of becoming an excellent long- distance swimmer, a world-class language learner, and a tango champion. And he would like to share my art. If he has an art, it’s deconstructing things that really scare the living hell out of me. So, moving onward. Swimming, first principles. First principles, this is very important. he finds that the best results in life are often held back by false constructs and untested assumptions. And the turnaround in swimming came when a friend of his said, “he will go a year without any stimulants” — this is a six-double-espresso-per-day type of guy — “if you can complete a one- kilometre open water race.” So, the clock started ticking. he started seeking out triathletes because he found that lifelong swimmers often couldn’t teach what they did. And he tried kickboards. his feet would slice through the water like razors, he wouldn’t even move. he would leave demoralized, staring at his feet. Hand paddles, everything. Even did lessons with Olympians — nothing helped. And then Chris Sacco, who is now his dear friend, had completed an Iron Man with 103-degree temperature, said, “he has the answer to your prayers.” And he introduced me to the work of a man named Terry Laughlin who is the founder of Total Immersion Swimming. And that set his on the road to examining biomechanics.
- 7. So here are the new rules of swimming, if any of you are afraid of swimming, or not good at it. The first is, forget about kicking. Very counterintuitive. So, it turns out that propulsion isn’t really the problem. Kicking harder doesn’t solve the problem because the average swimmer only transfers about 3% of their energy expenditure into forward motion. Conclusion: In conclusion, fear is something that we all have and face. Our fears come from either our insecurities, or past experiences. We all experience and go through fear. Some of us overcome what we fear through different methods. Tim frences ends up overcoming his fear through the methods that he went through, like seeing a syringe every day. Eventually he was not afraid to get treated, and he was no long fearful of syringes. In the performance we were shown that many people fear simple things and that these things can be faced. Facing your fear might not be the easiest thing to do, but it may be something that you have to do. (Works Cited)