To the Editor
I was really delighted to see my letter published in the new issue of HLT magazine (…). I would say that the new issue (Febryary 2019) is much more than a language teaching magazine, full of very interesting articles on various topics and problems connected with teaching. The old and new aspects of this fantastic job becomes more and more attractive thanks to its power to influence the students' minds.
You have really succeeded in celebrating the HLT 20th anniversary, and you haven't forgotten any person contributing to the success of the magazine,
I think I will print the whole issue to keep as a sort of bible.
So long life to this glorious teaching tool !
All the best.
Greetings to everyone.
There were some posts on different English-teaching-FB walls regarding speaking, namely how to encourage children to start speaking in sentences, so I've decided to write a word or two about it ...
Talking to them in sentences is a good start, I believe. (If all they hear is isolated words, then isolated words they know.)
In my new blog-post, I have delved into some gap-fill approach when addressing young children ...
You're welcome to read it ... and share it on.
Dear Promoters of Universal Welfare
It is just a strong endeavor to do my best for the welfare of one and all through poetry compositions and share my concern to promote Universal Brotherhood, Peace, Protection of Human Rights and above all Protection of World Environment.
This year’s WORLD ENVIRONMENT DAY is celebrated on 5TH JUNE and the theme of the United Nations is #BeatAirPollution. I earnestly seek your cooperation to promote this universal cause so that we can together BEAT AIR POLLUTION, for which I plead to support and share the below video message to educate the youth, like-minded individuals, forums and organizations https://www.youtube.com/watch?time_continue=11&v=aCx8H0alZ2o
Dr. T. Ashok Chakravarthy
Poet - Writer - ReviewerINDIA
Weaving creativity into instruction
Mohamed Elhess is an adjunct faculty at the College of Education at Washington State University. He teaches courses in English as Second Language (ESL) endorsement. His research interests include student engagement, creativity, and addressing the needs of culturally and linguistically diverse learners.
In his latest blogpost, our resident blogger David Dodgson explores the world of EAP to meet the language needs of his senior high school students.
Reading for pleasure? Motivating EAL learners
In our complimentary article this week, Verity Cole sets out to find ways to get her teenage learners to read more.
Impostor syndrome in teaching
What is impostor syndrome and why do many teachers suffer from it? As teachers, we are expected to be experts in so many areas that it is easy to feel like frauds. But sometimes, severe feelings of inadequacy can impact negatively on our careers and our lives. In her latest blogpost, Chia Suan Chong, our ETp blogger, explores how we can start dealing with it.
In this week's complimentary online article, Maaouia Haj Mabrouk considers whether after-school lessons are a blessing or a curse.
Other English Teaching professional articles are only available to ETp subscribers. If your subscription is about to expire or you are not yet a member, you can subscribe from as little as £31 per year and receive 6 magazine issues, MyCPD (online professional development tracker) as well as instant access to the digital editions and an extensive digital library.
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Speechless but Meaningful: Body Language in Intercultural Training?
Some misconceptions concerning body language have received great attention both in academic and training contexts. Smiling, for example, has been identified by some scholars as universally indicating a feeling of sympathy. In fact, the ‘meaning’ of a smile (as of almost everything) depends on the context. Rather than displaying a warm and open mindset, in some contexts smiling may well indicate a strong feeling of embarrassment, i.e. almost the opposite of sympathy.
Similar things can be said about posture, eye-contact, head shaking, personal space, the use of the left hand and many more. In general terms: the 'meaning' of body language is context-dependent rather than universal. Culture-based patterns play an important role in this.
In intercultural encounters, the messages we consciously or unconsciously convey can be crucial for establishing a trustful relationship – or the opposite. But then, a ‘dictionary’ of body language does not exist. So how can anyone cope with the enormous diversity of behavioural patterns which can be found in the globalised world? How can I be sure that the handshake I offer will be accepted the way I mean it?
Can I be sure that shaking my head will be understood as showing disapproval rather than the opposite, as may be the case e.g. in Bulgaria? Will actively addressing a person of the opposite sex be seen as polite or presumptuous and unacceptable?
In view of the great diversity of meanings in body language, how can the topic be incorporated into intercultural training courses? And most importantly: How can we avoid stereotyping?
Click here for some Japanese body language and gestures
Here are four suggestions for including the training of body-language in intercultural training courses:
1. Raise learners’ awareness that there are no communication styles, in verbal or in body language, which are universally accepted. They should know that communicative behaviour which they consider ‘normal’ may be considered inappropriate, impolite or utterly unacceptable in other contexts. Typical examples for this are touching a person, the V-sign or eye-contact. As a rule-of-thumb: When meeting someone from a different background, body language should be used with care. Conversely, interpreting body-language used by others is open to misunderstanding.
2. Raise learners’ curiosity, i.e. encourage them to find out what elements of body language may be expected in a context of their choice. There is plenty of information available on the internet (some more reliable than other). Make them compare their findings and emphasise that universal codes of body language do not exist.
3. Provide them with meta-language in International English (English as a Lingua Franca). Learners should possess a repertoire of polite language functions to negotiate communication styles which are mutually acceptable for all concerned. Most business English training today tends to focus on British-American conventions concerning both (linguistic features of) English and body language. The teaching of Intercultural Competence in English is different.
4. Prepare learners for the unexpected, i.e. enable them to deal with confusing, annoying or irritating behaviour, utterances, values and patterns of thought without damaging a (actual or potentially) trustful relationship. Here as elsewhere the guiding rule should be: What you do and what you say and how and when you do it are what counts. Thus using meta-communication and mediation strategies appropriately can be crucial for dealing successfully with potentially difficult situations.
The ICE-train-the-trainer courses address both theoretical and practical issues connected with the use of diverse communication styles both in English and using body language. Participants receive a complete set of training and teaching material.
elc - European Language Competence firstname.lastname@example.org
By Francisco Gomes de Matos,ABA Global Education, Recife, Brazil
When languages we teach
Cooperative goals let's reach
For Global Peace educating
For Global caracter elevating
Intercultural awareness enhancing
Global Citizenship advancing
Spiritual diversity respecting
On sustainable environments impacting
A Global Community of language learners creating
communication multilingually propagating