The IPA-SAM phonetic fonts - Now freely downloadable!

The IPA-SAM phonetic fonts are TrueType® fonts for use on IBM-compatible PCs running Windows. (They also work on Mac OSX.) With them installed, you can display phonetic symbols on the screen and print them out in any size. The IPA-SAM character set includes all the symbols of the International Phonetic Alphabet as currently recognized by the IPA. There are three typefaces: Doulos (similar to Times), Sophia (san serif) and Manuscript (similar to Courier, monospaced). All are available in regular, bold, italic, and bold italic.
The most useful phonetic symbols are mapped onto the keys of the ordinary keyboard. For example, if you type shift-D you get ð, while shift-C gives you ç; instead of the figure 2 you get ø and instead of the @ symbol you get a schwa. In this way you can immediately access all the symbols you need for the phonemic or broad-phonetic transcription of English, French, German, Spanish and many other languages. All the cardinal vowel symbols, primary and secondary, are here, together with a range of allophonic or general-phonetic symbols and stress marks (glottal stop, tapped r, dark l, r-coloured schwa, voiceless alveolar lateral fricative, palatalization diacritic, syllabicity mark, hacek, right arrow...). These key assignments are based on the SAM-PA recommendations.

The remaining IPA symbols -- numbering more than a hundred -- have been assigned to ANSI numbers in a logical order. They can be accessed by using the computer's numeric keypad while holding down the Alt key. All diacritics are 'floating', i.e. can be attached to any letter. There are also a number of phonetic symbols here that are seen in use from time to time although not (or no longer) recognized by the IPA.

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BBC Learning English - Pronunciation tips

The sounds of English
There is a system of symbols for writing the sounds of English. We have a guide to these symbols and also videos to show how to pronounce each of the sounds.

There are also activities to practise identifiying the difference between certain sounds which may sound similar.

Features of English
Information about different elements of English pronunciation.

There are also interactive and downloadable exercises to help you build your understanding of these areas.

Quizzes
Interactive quizzes to test your knowledge of and help you learn about English pronunciation.

Programmes
Three radio programmes from 2005 on the topic of pronunciation. You can download the full programmes along with the script and audio examples.


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Mind Your Language

Mind Your Language is a British comedy television series, that premiered on ITV in late 1977. Produced by LWT and directed by Stuart Allen, it is set in a school for adult students in London, focusing on the English as a Foreign Language class taught by Mr. Jeremy Brown, portrayed by Barry Evans, who had to deal with a motley crew of foreigners. Three series were made by LWT between 1977-79, and the show was briefly revived in 1986 with some of the original cast.
The series focuses on the adult students of the English as a Foreign Language class in a London school. The classes take place in the early evening, and are taught by Mr. Brown, though on occasion other individuals take over the class if he is not available. The class consists of foreigners with varying degrees of English proficiency. The humour of the show is derived from the students misunderstanding English words or terms, and plays up to the cultural stereotype of their individual nation of origin.

Season One takes place over a full school year, starting with Mr. Brown being hired by the Headmistress Miss Courtney, and ends with the students sitting for their Lower Cambridge Certificate. Season Two begins at the start of the next school year, with all ten previous students returning after having failed their exam, and two new students joining them, for a total of twelve. Season One and Two primarily took place within the classroom, but the later seasons explored settings outside of the school.

More recently the show has been criticised as being politically incorrect and even racist, but in its day the show was popular because of its light-hearted take on multiculturalism and because it gave some otherwise unrepresented minorities a television presence, albeit represented as caricatures.

Why don't you have a look at the first episode?



Bibliography

• "Mind Your Language - Wikipedia, the free encyclopedia." Wikipedia, the free encyclopedia. 7 Feb. 2009

Learn English Physically

Allen J Hoge looks into learning English through total physical response.

One student struggles to learn English. His speaking is slow and hesitant. His pronunciation is garbled and heavily accented. He is painful to listen to.
Another student speaks easily. English flows from her, seemingly without effort. Her pronunciation is clear; her voice is strong.
We all know both types of students. The question is, what creates the difference between them. Why do some students forever struggle to speak English fluently, while others seem to do so naturally, with a minimum of effort?
Some teachers believe that genes or ingrained talent determine a students success. But there is no research to support this opinion and it is, in fact, totally false. Students do not fail or succeed because of talent or genetics.

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Success or failure are ultimately determined by one simple thing: how the student learns. Students who use inferior learning methods get inferior results. Students who employ the very best learning strategies get superior results. It is that simple.
The trick, of course, is knowing which methods to use. There are, of course, a wealth of highly effective English learning methods. Unfortunately, most are not taught in traditional schools.
One of the most effective methods for learning English is to learn the language physically. Research by Dr. James Asher shows that combining physical movement with language learning produces powerful results. Dr. Asher developed a method called Total Physical Response as a way to teach language through physical movement.
What we find is that combining physical movement with intellectual learning creates stronger neurological connections in our nervous system. In other words, we more quickly wire our brains.. thus learning faster, remembering more, and remembering longer.
Studies at San Jose State University show that students who moved their bodies while learning English learned more vocabulary and grammar in a shorter time, compared with students who learned the same material while sitting still. More remarkably, when tested one year later, the students who learned with movement still remembered 80% or more of what they had learned, while the non-moving students had forgotten over 80%.
So how can you put this to use? One simple suggestion is to always be moving while learning English. Go for a walk or run as you listen to a lesson- do not sit still as you learn.
For even better results, try this: as you listen to a story or article, physically mime the action. For example, if you hear the word go, move your feet as if walking. Pretend you are an actor who is physically acting out the action of the story.
By doing this, you wire the language deeply into your nervous system and subconscious. As a result, you will learn more English, remember it longer, and be able to use it more easily.

Bibliography

Learn English Physically. (n.d.). Retrieved January 11, 2009, from http://www.eslbase.com/articles/physical.asp

What are multi - word verbs?

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Copulative Verbs and Subjective Complements

7 Essential Student Motivation Techniques That You Must Use By: Honey Krumholz

As a teacher one of your top priorities is to be able to motivate your students. It's the key to drive them to reach their potential and achieve their future dreams and goals. Student motivation is a necessity so that the learning becomes a continuing, improving, interesting and hopefully enjoyable process.

Motivation to learn should be encouraged and developed from an early age. Young children have a natural curiosity to explore and learn about new things. As they grow older their motivation to learn may diminish (if not properly nourished), so you as a teacher, have a responsibility, to find ways to motivate your students.


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There are so many ways for you to motivate your students but here are my top 7.

1. Develop a trusting relationship with your students. Show then that you care and you will create a genuine bond with them. Gain your students' respect and in most cases they will reciprocate. This is vital in establishing an atmosphere where learning is a positive, meaningful and valuable experience.

2. Everyone likes to make their own decisions, create their own personal choices, and have control of their lives. Students are no exception. So, as much as possible, give students more control. Allow students to choose their own ways of completing assignments, learning new or complex tasks, etc. Having control of your own rights, is a very resourceful motivational technique.

3. Relate assignments and class projects to real life situations. A common complaint of students is "What good is learning this, I'll never use this again?". So as they say "Keep it Real". In today's world, with all sorts of technology available, computers, the Internet, U Tube and other forms of video that can be brought into the classroom, it's easier and easier to put some excitement into your lessons and project assignments and keep your students interested and motivated.

4. Implement a reward system. Teaching strategies that offer praise and involve a reward system have proved to be extremely beneficial in motivating students. Teaching in primary grades is quite different than in junior grades and the reward system and prizes will differ, but for example, points can be awarded for achieving different tasks and awards such as free time, parties, educational books or other simple prizes are great motivational tools. Just make sure that your students realize that the reward system is a reward for finishing a task not for just participating!

5. Classroom games and class meetings to discuss personal topics like hobbies are fabulous for motivating students and team building. It's amazing how it does wonders for students' self esteem and camaraderie. Games and team building activities may also attract the unmotivated students you have in your class.

6. Having students help with some of the many jobs that need to be done in the classroom, will not only make your life as a teacher easier but classroom jobs are also a great student motivational tool.

7. Classroom displays help to make your classroom a stimulating and motivating environment in which to learn! Displaying their work for others to see, motivates students to learn, work and produce good quality results. Remember too, that it is important that students play a important part in decorating the classroom. When students feel ownership of their classroom, it motivates them and creates a positive learning environment.

Two important thoughts to keep in mind as you finish reading this article. Always display care, concern and encouragement for your students, and never give up on any unmotivated students or they will give up on themselves.



Honey Krumholz has taught elementary school for 33 years. She is presently a college supervisor and mentor to student teachers. She presents seminars on teaching strategies at York University in Toronto. Visit her website and get her effective teaching strategies on a wide variety of topics, for example, different games for classroom motivation http://www.priceless-teaching-strategies.com/classroom_games.html

The sounds of spoken Language

This site contains animated libraries of the phonetics sounds of English, German and Spanish. Available for each consonant and vowel is an animated articulatory diagram, a step-by-step decription, and video-audio of the sound spoken in context. It is intended for students of phonetics, linguistics and foreign language.


Click on the image to have a description of the different parts of the articulatory diagram.
Do you want to enlarge the interactive diagram of the articulatory anatomy?
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Why don't you choose a language?
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English Only in the EFL Classroom: Worth the Hassle?

In considering the use of L1 (the learners mother tongue) in ELT (English Language Teaching) on the part of the teacher, one of the first assumptions is that the teacher has a sufficient command of the students L1 to be of value in the first place. Another assumption which may well impact this scenario is that all the learners in a class or group have the same L1. While these assumptions may often be the case in numerous EFL (English as a Foreign Language) teaching / learning settings, many times they are not. In the case of multi-cultural classes (i.e. in the USA, UK, Australia, Canada, India, etc.) where the learners have different L1s, or when the teacher does not have a working knowledge of the learners L1, a frequent occurrence in Asia, Africa and eastern Europe, applied L1 use in the EFL classroom is severely limited or may be rendered virtually impossible.

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Use of L1 in the Classroom

In my case, I'll talk about those instances where I do in fact use the learners L1 in my EFL classes. I have acquired a working knowledge of Spanish and all my university and independent students have Spanish as their L1. Although I'm against any substantial use of L1 in ESOL (the teaching of English to Speakers of Other Languages) classes, there are situations where its use is quite valuable. In addition, at early levels a ratio of about 5 per cent native language to about 95 per cent target language may be more profitable than the use of "English only". (Atkinson, 1987) On the first day of class with a new group, I explain to the learners that they are allowed to ask "How do you say ______ , in Spanish?" where the Spanish (L1) word or phrase is filled in the blank. This allows the students to get key vocabulary in their written or spoken expression while limiting their use of L1 in class.

When learners are stumped for abstract lexis, a word or phrase which cannot be easily elicited during the course of a lesson, I'll simply "give" them the word in Spanish to aid in continuing with the smooth flow of the lesson and not get "bogged down" in trying to come up with the elusive lexis by other means. When a student gives me production of incomprehensible language, i.e., I (nor the other learners) cannot decipher what the student is trying to say in English, I'll say "Tell me that in Spanish." Armed with this new understanding I (or one of the other learners) can then provide that learner with corrected, comprehensible forms which otherwise might elude both (or even all) of us.

During a written exam, I’ll also "give" the learners a word or phrase writing it on the board in English and / or Spanish to avoid extensive disruption of the test-taking process. Since I do not prepare the exams, new lexis can creep into readings, instructions or exercises. When a learner, and as additional learners, ask for meaning or explanation of the word(s), I'll simply point to the lexis on the board without speaking.

When playing communicative, TPR (Asher, 1966 and passim) or "fast-paced" vocabulary games such as a learner favorite called "STOP", I'll again provide a translation of new lexis to help develop the learners vocabulary. These could be lexis of places, names in English / Spanish, foods, animals or some verbs or use of the L1 in various code-switching activities. (Clandfield - Foord, 2003) This happens especially frequently when I need to explain why a particular word is incorrect or cannot be used.

L1 Use with LEP Learners

One additional instance when I switch to Spanish is when I must talk to LEP (Limited English Proficiency) learners about important administrative matters or procedures for which they do not have the necessary depth of vocabulary to understand. The importance of the material and their need to understand it outweigh the adherence of sticking to "English only" which is my "standard operating procedure" in the classroom. This is especially true in my case with groups of learners with less than about 250 contact hours of English which is equivalent to third semester or less. Note: Atkinson (1987 and passim) states 150 hours or less (second semester) for this stage although I have found it often extends into an additional semester.

On occasion, students will bring in a song or lyrics, usually Rock or Pop music, and ask the meaning of a word, phrase, expression or sometimes even the title. In providing the requested explanation (when I can), I use comparisons and / or translations into Spanish as often as is necessary. The same may occur with dialogue from popular films, movies and videos produced for native speakers of English. In rare instances, a cassette recording of a radio broadcast or book-on-tape has made its way into my classroom for the same reasons.

A final common instance in my use of L1 in the classroom is with learners in "repeat" or "remedial" classes of LEP learners. Since these learners have already demonstrated that the "traditional" teaching methods provided for in their course books is insufficient in teaching them the material. All these learners have failed the course at this level at least once, some twice or more. I subsequently use a series of alternative methodologies including translation and other types of input / feedback in the learners L1 to aid in the learning - acquisition process. These methods have, in fact, proved to be very successful. One reason may be that use of specially-targeted methodologies and altered classroom conditions help to lower the learners Affective Filters (Krashen - Terrell, 1983) and direct the new material and lexis to them in ways more compatible with their individual Multiple Intelligences and preferred learning styles (Gardner, 1983).

In conclusion I have stated that my use of L1 in the EFL classroom is minimal and should not exceed a ratio of more than 5% of the L1 to 95% of the target language. Key EFL classroom situations in which L1 can be utilized include:

• requesting new lexis

• explaining abstract terms

• to aid in the generation of comprehensible input / production

• during exams and other high-stress situations

• to maintain the flow of dynamic activities

• to explain idioms and expressions in songs, movies and videos

• giving information / instructions to LEP learners

• in adapting materials to the special needs of the learners

While the use of the learners L1 should be strictly controlled, it is plausible to make accurate use of it in activities to promote learning and acquisition. Ongoing language acquisition research and in-class practice supports that use of L1 should not be prohibited for its own sake, but allowed occasionally as an additional tool in the repertoire of the teacher and the learners as conditions warrant.