Brief dissertations on English language 3: the language impact

Language Impact definition

Language Impact (LI) could be best described as the sense of being smashed, hit or overwhelmed by the rush of words and phrases coming from the native speakers: the impact. This is the result of the uncapability of an English Language Student (ELS) to understand authentic spoken language when traveling to an English-speaking country. It is just like being in the middle of a group of whales trying to decipher their chants. So the sense in the ELS is that of frustration, confusion and isolation.

Who suffers language impact?

Language Impact (LI) is not only suffered by someone who has studied a foreign language and then travels abroad to practice his suppossedly new acquired language skills, but also by anybody traveling to a country in which the language is different from their own. Imagine yourself in barbershop in Russia trying to explain the hairdresser how you want your hair done, with sign language, because you don’t speak russian. It is very likely that you end up with a hair cut different to the one you wanted. Or a tougher case, a tourist in China whose tour guide left him by accident in a small town 300 miles (it has to be miles, this is English) away from his hotel in Beijing. Explain the clerck at the small grocery store down the street you need information on how to return. And if he says something, what is he saying? But if you never went to a russian school or a chinese school, what the heck? What were you expecting?

However, LI affects more to the ones who had already studied a second language than those who hadn’t. Why? Because this latter ones didn’t have any expectations about language proficiency. And because the first ones experience a deeper level of frustration, disappointment, isolation and, most of the times, rejection towards the studied language. Another aspect involved in LI is the speaking level of the student. When a student has a low speaking level the expectations about communicating with native speakers are not really significant. On the contrary, when the student has a very good speaking level the expectations are very significant. Moreover, native speakers (let’s call them locals) are, somehow, aware about the speaking level the student has, without even knowing about their students status. If the student has a poor speaking level the response tends to be, let’s say, comprehensive, kind, gentle and helpful most of the times: in other words, the native speaker speaks slow, uses sign language and if necessary writes directions on a piece of paper to help the student; but if the student speaks very well, the native speakers answer very well, that is with a normal fluency. ¿Why? Simple, because the native speakers don’t think there is something wrong with the other’s language abilities. And that means trouble to the student walking down Grosvenor Road in London.

This could be explained with the following equations:

English Student + low speaking level = Softer Language Impact
English Student + high speaking level = Harder Language Impact

And this other equation explains a misbelief in English learning

English Student + high speaking level is not always = to a high listening
comprehension level
Or otherwise

English Student + high listening comprehension level is not always = to a high
speaking level

to be continued...

Brief dissertations 2: the language impact

When I came back to Mexico I decided to continue with my Teacher’s diploma and I enrolled at the Anglomexicano de Cultura (now British Council) for its well known prestige.

I gave my first English class in 1995 and the first reaction of my students was that they did not understand what I was saying. I spoke “too fast” and I didn’t make any “pause” between one word and the next as their previous teachers did. It took a while to convince them that real English had nothing to do with speaking slow and with pauses between words.

Some time later in a teachers development course I talked about my experience in California and the need that English schools teach authentic English. Somebody asked me how I would call the phenomenom I went through and I decided to call it Language Impact.

In my experience as an English teacher I had the opportunity to know many cases like mine. Most of the students had the same need: to learn to understand spoken English in an authentic language enviroment. Their own experience studying at English schools and then traveling abroad proved to be disappointing.

Once speaking to one of the directors of the UNITEC, a fashionable and growing private university in Mexico City, who happened to have studied at the same English school I studied when I was a teenager -with the same teachers, books and method- he asked me if I had really learned English at that school. I learned to speak, I replied, but I didn’t learn to understand. He laughed. The same had happened to him. When he arrived in the USA to study his master degree he realized he didn’t understand anybody.
What had happened then? We both had had american and canadian teachers, not only mexican ones. We both had finished all English levels at that school with excellent grades, excellent knowledge of grammar rules, a large vocabulary and a good selection of idioms and phrasal verbs. Where was the flaw? In the method? The books? The teachers? The students? Not really. The problem was the lack of awareness of the language impact we students would face in case of traveling abroad.
In a natural language enviroment people in the streets don’t speak like teachers tend to do in their attempt to help English language students understand. And people’s backgrounds are very varied. “In English-speaking countries...English is not spoken in an identical manner... Different varieties or dialects of English exist, reflecting such factors as a person’s degree of education, ethnic group, social class, or geographical location.” (Richards, 1985). . So language and speaking, basically, are not that homogeneous as we believe in schools.

Language Impact definition

Language Impact (LI) could be best described as the sense of being smashed, hit or overwhelmed by the rush of words and phrases coming from the native speakers: the impact. This is the result of the uncapability of an English Language Student (ELS) to understand authentic spoken language when traveling to an English-speaking country. It is just like being in the middle of a group of whales trying to decipher their chants. So the sense in the ELS is that of frustration, confusion and isolation.


To be continued...

Brief dissertation on English language teaching

Brief Dissertations on English Language Teaching

March 2007

The Language Impact on English students

I am going to begin this series of little dissertations on English Language Teaching by telling you a little about my own experience as a learner of English. So let’s move far back to 1988 when I first went to an English speaking country. The idea was to practice my English language in a natural environment, so I made arrangements to spend two weeks in California. At that time I had studied English in different schools achieving the highest grades in my groups and finishing all the levels they offered. I had even taken the first months of a Teacher’s diploma course. So my expectations, regarding my English proficiency, when getting to L.A. were very high.

However, since my crossing the USA border to my arrival at my aunt’s house I realized that I, undoubtedly, knew English, that is I knew how to ask questions, how to explain things, that I knew how to read (signs, documents, and so on), and that a I knew English grammar, but I did not understand spoken English. My first hours in USA proved that my listening skills were somehow nonexistent. I didn’t understand anybody speaking English. I remember very vividly when I entered a McDonald’s restaurant and the clerk on the other side of the counter asked me something that sounded like Me a hep a sa? It took him four repetitions and a smile to make me realize he was saying May I help you, sir? And asking a Greyhound bus driver the best way to get to my aunt’s house, where to get off the bus and what direction to walk was an awful experience. I just watched his lips whistling words and then when he finished I muttered a thank you and got to my seat to check on my city map to find myself the best route.

I was terrified, either for realizing that people in America did not speak English but a different language or that my English teachers had cheated on me for the past five years.

So, in that moment, I made two crucial decisions in my life: spend the rest of the year in California and enroll at a public high school to have full exposure to the language.

The first two weeks were very difficult: I didn’t understand my teachers and I didn’t understand my classmates insults (remember I was a hispanic –how I hated that word at that time- at an almost all white high school). But I didn’t give up: at the third week I understood every single insult from my classmates and eventually, I got to understand my teachers and became a very good student.

To be continued…

A very short story

This was a very short storytelling contest among letters.
A capital letter began her story, and it was such a boring story that when she
finished, everybody was Zzzz.

Have a nice weekend.

Calculate your Body Mass Index

The homework this week is to calculate your Body Mass Index. If you are between 20 and 24 you have an adequate weight. If you are under 20 you need to eat better. On the other hand, if you are over 24, you need to eat more balanced food. Go to the next link to calculate your BMI.
Then send me your index.

See you,

http://www.nhlbisupport.com/bmi/

Younger than/older than

Important language: older than, the oldest

younger than, the youngest

Dayanara 35---- Kate 34---- Megan 23----Kristen 19

Complete the sentences:

Dayanara _______________.

Kate is 34 years old.

Megan is _______________

___________ is 19 years old.

Complete the questions:

Is Kate 34 years old? Yes, ________.

_________23 years old? Yes, she_____.

___________________? Yes, she is.

Is Kristen 34 years old? No, she isn’t.

Is________23________? No,_________

__________35________? ____________

How old _____________? She’s_________

Follow and complete the sequences:

1.-Dayanara is older than Kate. Kate is _______________ Megan. Megan is ____________ Kristen.

Dayanara is the oldest. (But she is also the most beautiful).

Kristen is younger than Megan. Megan is _______________ Kate. Kate is ____________ Dayanara.

Kristen is the __________.

2.-Kristen is 4 years younger than Megan. Megan is __________________Kate.

Kate is_____________________ Dayanara.

Dayanara is 1 year older than Kate. Kate is______________________Megan.

Megan is ______________________ Kristen.

Comparatives and superlatives

Here you have some exercises to practice comparatives.
Important language:
more expensive than
cheaper than
the most expensive
the cheapest

Passat CC $500,000




Bora $300,00




Jetta $200,000




Gol GT $150,000





1.-The Passat CC is $500,000 (five hundred thousand pesos).
2.-The Passat CC is more expensive than the Bora.
3.-The Bora is more expensive than Jetta.
4.-The Jetta is more expensive than the Gol.
5.-The Passat CC is the most expensive VW car.

Yes/No/How much questions

Is the Passat CC $500,000? Yes, it is.
Is the Bora more expensive than the Jetta? Yes, it is
Is the Gol more expensive than the Bora? No, it isn’t
Is the Jetta more expensive than the Passat CC? No, it isn't
How much is the Jetta? It is $200,000

1.-The Gol is 150,000 (one hundred, fifty thousand pesos).
2.-The Gol is cheaper than the Jetta.
3.-The Jetta is cheaper than the Bora.
4.-The Bora is cheaper than the Passat CC.
5.-The Gol is the cheapest VW car.

Homework: Write 3 Yes and 3 No questions with cheaper than and 1 How much question.