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Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Before taking Arabic language classes at Denver’s North High School, Rachel Saghbazarian had to communicate with her grandmother in Lebanon using what she called broken English. Her father often had to serve as interpreter – and too many times, thoughts were lost in translation.\u003c/p>\n\u003cp>Now, a year after starting the classes taught by Mohamed Moghazy, Rachel hopes to be able to revisit conversations asking her grandmother — in Arabic this time — what it was like to relocate to Lebanon after fleeing her war-torn home of Armenia.\u003c/p>\n\u003cp>“I have been able to speak to my grandma a little more,” said Rachel, a 15-year-old sophomore. “She’s getting older and I’m not going to be able to talk to her forever.”\u003c/p>\n\u003cp>Rachel is one of about 30 students at North High School who have taken Moghazy’s Arabic language and language arts classes since they started last year. They include students like Rachel (the daughter of a Lebanese-born father whose family’s primary language is Armenian but who use Arabic as a shared language), native English and Spanish speakers, and new immigrant students who just arrived from other countries.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although Arabic is the third most commonly spoken language in Denver Public Schools, Moghazy’s program at North is currently the only one in the district.\u003c/p>\n\u003cp>This semester, Moghazy is teaching four sections and ready to expand into the third level of Arabic language and Arabic language arts next school year. He records most of his lessons, hoping one day to connect with other teachers who might also want to start their own Arabic programs.\u003c/p>\n\u003cp>For him, the classes are a way to help students learn a language, reconnect with families, and discover parts of their identity they may not have had a chance to learn about before.\u003c/p>\n\u003cp>“Maybe they know how to speak at home but didn’t learn how to write or read, so when they see someone doing it, they get motivated,” Moghazy said. “Maybe they used to hide their identity because there’s a misconception between Arabic and Islam.”\u003c/p>\n\u003cp>His students also include native English speakers or native Spanish speakers who want to learn about other cultures.\u003c/p>\n\u003cp>One day a week, his lessons focus on culture more than just the language: learning a new dance, drinking and tasting Arabic coffee, comparing how Arabic might sound different in various regions, or learning about henna tattoos and comparing their meaning to tattoos used in other cultures.\u003c/p>\n\u003cp>Now, Moghazy has a vision of expanding his Arabic language program by following in the footsteps of the Spanish language arts program at North that is the most developed in the district. He likes the idea of preparing students to pass translation or interpretation certification and earn college credit.\u003c/p>\n\u003cp>And Moghazy is an enthusiastic proponent of the benefits of learning Arabic, pointing out that it is the official language of 22 countries, one of six official languages of the United Nations, and spoken by 500 million people around the world.\u003c/p>\n\u003cp>“It’s opening more opportunities for them,” Moghazy said, referring to the students taking his classes. “It’s important that kids learn more than one language.”\u003c/p>\n\u003cfigure id=\"attachment_60947\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-60947\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-800x570.jpg\" alt=\"\" width=\"800\" height=\"570\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-800x570.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-1020x726.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-768x547.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-1536x1094.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mohamed Moghazy teaches Arabic language and language arts classes. He says Arabic is a “critical language.” \u003ccite>(Helen H. Richardson/The Denver Post)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2 id=\"DS79Wt\">Spanish language arts path serves as inspiration\u003c/h2>\n\u003cp>As Moghazy looks to expand his program, he is using North’s Spanish language arts program – the only one in the district that has a new partnership with Metropolitan State University – as a model.\u003c/p>\n\u003cp>Teacher Inmaculada Martín Hernández organized the Spanish language program so students earn a Seal of Biliteracy on their high school diploma and are prepared and close to earning a certificate to become translators. Those who transfer to Metro also have all the credits necessary for a college minor in Spanish.\u003c/p>\n\u003cp>The Spanish language arts programs in the district were started to help students identified as English learners because having a language arts class in their home language helps their learning in other content courses, Hernández said.\u003c/p>\n\u003cp>Because Hernández has a PhD, a doctorate in literature, she is able to teach more advanced concurrent enrollment courses that offer students college credit. Moghazy also already has a doctorate of education in learning design, so is also able to offer college credit in his classes.\u003c/p>\n\u003cp>“Spanish native speakers struggle to get to college, but once they have the opportunity to be successful, they realize they can take Spanish classes,” Hernández said, “and it’s like the door for them.”\u003c/p>\n\u003cp>District leaders said they are working to expand Spanish language arts courses across the district and just rolled out a common curriculum that teachers can use instead of creating their own. Some classes are offered online so students can benefit even if the qualified teacher for the course isn’t at their school. The number of heritage Spanish speakers taking Spanish language arts classes in the district grew from 1,863 to 2,196 in the past year.\u003c/p>\n\u003cp>Spanish language arts is also part of the district’s court-mandated consent decree agreement for serving Spanish-speaking learners. The agreement mandates many specific services for English learners whose home language is Spanish, but doesn’t hold the district to all the same requirements for students with other native languages.\u003c/p>\n\u003cp>In most cases, language arts classes that aren’t in English count as elective or language credits – not as language arts. District leaders want to work with the state to change that, but there are a few pieces to figure out first, including how it would change the requirements for teachers to be able to offer the classes.\u003c/p>\n\u003cp>It’s been hard to maintain similar programs in other languages, district leaders say, in part because few teachers are qualified. Denver used to have Arabic language programs at other schools including at South High School, where the district houses a program for new immigrant students.\u003c/p>\n\u003cp>But as teachers leave, often the program disappears with them.\u003c/p>\n\u003cp>“In terms of building these programs, all of the desire is there and we know we have the students to support it,” said Andrea Caulfield, the district’s world languages curriculum specialist.\u003c/p>\n\u003cp>Spokespersons for Aurora and Adams 12 school districts, two districts with large portions of refugee students, said they aren’t aware of any Arabic language programs in their schools.\u003c/p>\n\u003cfigure id=\"attachment_60951\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-60951\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">During class, Moghazy told his students, “We have to be brave to share our identity and our culture.” \u003ccite>(Helen H. Richardson/The Denver Post)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2 id=\"BMV1ly\">Students cite many reasons for wanting to learn Arabic\u003c/h2>\n\u003cp>Besides teaching Arabic and planning the expansion of the program, Moghazy also mentors a handful of newer immigrant students who speak Arabic. Teachers for other content classes send him assignments that he translates for the students so they can participate.\u003c/p>\n\u003cp>It’s a lot of work, but he said, “I’m happy to do that. I was one day in the same position and it was hard.”\u003c/p>\n\u003cp>Sophie Kruzel, 14, is another student in the Arabic language program. Her family is also from Lebanon, and she said her family’s been excited to hear her learning the language.\u003c/p>\n\u003cp>Some students tell Moghazy they dream of traveling to Dubai or working with the United Nations. Sophie and Rachel both said they’re considering careers working with refugees. Besides the joy in connecting with families, they hope learning Arabic also helps them in that future work.\u003c/p>\n\u003cp>“That’s really important work for me,” Sophie said. “There should be more classes like this.”\u003c/p>\n\u003cp>Moghazy said his work is also about connecting with families.\u003c/p>\n\u003cp>As he was doing outreach to start the class, for example, he met a woman whose family had just arrived here from Libya. The woman, a mother, said she was worried about how her children would adjust to the new country and to starting high school. She was considering not sending her kids to school, she told Moghazy.\u003c/p>\n\u003cp>Even though the family was not in the attendance boundary to attend North High School, the woman chose to send her children to North after talking to Moghazy and learning that her students would have an opportunity to take Arabic classes and have a teacher there who could understand them.\u003c/p>\n\u003cp>“In the Middle East, parents don’t have a voice,” Moghazy said. “When I’m talking to them, telling them, you have a voice they can’t believe it. They feel secure.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" src=\"http://www.itjon.com/phppt/pixel.php?a=https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" alt=\"\">\u003c/p>\n\n","blocks":[],"excerpt":"Arabic is spoken by 500 million people around the world, and it is the third most commonly spoken language in Denver Public Schools. Now students in Mohamed Moghazy's classes can learn the language and about Arab cultures.\r\n","status":"publish","parent":0,"modified":1675714825,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1531},"headData":{"title":"In a new Arabic program, a Denver teacher is connecting students with family and new cultures | KQED","description":"Mohamed Moghazy’s students include native English and Spanish speakers, as well as new immigrant students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In a new Arabic program, a Denver teacher is connecting students with family and new cultures","datePublished":"2023-02-16T11:00:29.000Z","dateModified":"2023-02-06T20:20:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Yesenia Robles, \u003ca href=\"https://co.chalkbeat.org/\" target=\"_blank\">Chalkbeat Colorado\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60932/in-a-new-arabic-program-a-denver-teacher-is-connecting-students-with-family-and-new-cultures","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Before taking Arabic language classes at Denver’s North High School, Rachel Saghbazarian had to communicate with her grandmother in Lebanon using what she called broken English. Her father often had to serve as interpreter – and too many times, thoughts were lost in translation.\u003c/p>\n\u003cp>Now, a year after starting the classes taught by Mohamed Moghazy, Rachel hopes to be able to revisit conversations asking her grandmother — in Arabic this time — what it was like to relocate to Lebanon after fleeing her war-torn home of Armenia.\u003c/p>\n\u003cp>“I have been able to speak to my grandma a little more,” said Rachel, a 15-year-old sophomore. “She’s getting older and I’m not going to be able to talk to her forever.”\u003c/p>\n\u003cp>Rachel is one of about 30 students at North High School who have taken Moghazy’s Arabic language and language arts classes since they started last year. They include students like Rachel (the daughter of a Lebanese-born father whose family’s primary language is Armenian but who use Arabic as a shared language), native English and Spanish speakers, and new immigrant students who just arrived from other countries.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although Arabic is the third most commonly spoken language in Denver Public Schools, Moghazy’s program at North is currently the only one in the district.\u003c/p>\n\u003cp>This semester, Moghazy is teaching four sections and ready to expand into the third level of Arabic language and Arabic language arts next school year. He records most of his lessons, hoping one day to connect with other teachers who might also want to start their own Arabic programs.\u003c/p>\n\u003cp>For him, the classes are a way to help students learn a language, reconnect with families, and discover parts of their identity they may not have had a chance to learn about before.\u003c/p>\n\u003cp>“Maybe they know how to speak at home but didn’t learn how to write or read, so when they see someone doing it, they get motivated,” Moghazy said. “Maybe they used to hide their identity because there’s a misconception between Arabic and Islam.”\u003c/p>\n\u003cp>His students also include native English speakers or native Spanish speakers who want to learn about other cultures.\u003c/p>\n\u003cp>One day a week, his lessons focus on culture more than just the language: learning a new dance, drinking and tasting Arabic coffee, comparing how Arabic might sound different in various regions, or learning about henna tattoos and comparing their meaning to tattoos used in other cultures.\u003c/p>\n\u003cp>Now, Moghazy has a vision of expanding his Arabic language program by following in the footsteps of the Spanish language arts program at North that is the most developed in the district. He likes the idea of preparing students to pass translation or interpretation certification and earn college credit.\u003c/p>\n\u003cp>And Moghazy is an enthusiastic proponent of the benefits of learning Arabic, pointing out that it is the official language of 22 countries, one of six official languages of the United Nations, and spoken by 500 million people around the world.\u003c/p>\n\u003cp>“It’s opening more opportunities for them,” Moghazy said, referring to the students taking his classes. “It’s important that kids learn more than one language.”\u003c/p>\n\u003cfigure id=\"attachment_60947\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-60947\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-800x570.jpg\" alt=\"\" width=\"800\" height=\"570\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-800x570.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-1020x726.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-768x547.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-1536x1094.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mohamed Moghazy teaches Arabic language and language arts classes. He says Arabic is a “critical language.” \u003ccite>(Helen H. Richardson/The Denver Post)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2 id=\"DS79Wt\">Spanish language arts path serves as inspiration\u003c/h2>\n\u003cp>As Moghazy looks to expand his program, he is using North’s Spanish language arts program – the only one in the district that has a new partnership with Metropolitan State University – as a model.\u003c/p>\n\u003cp>Teacher Inmaculada Martín Hernández organized the Spanish language program so students earn a Seal of Biliteracy on their high school diploma and are prepared and close to earning a certificate to become translators. Those who transfer to Metro also have all the credits necessary for a college minor in Spanish.\u003c/p>\n\u003cp>The Spanish language arts programs in the district were started to help students identified as English learners because having a language arts class in their home language helps their learning in other content courses, Hernández said.\u003c/p>\n\u003cp>Because Hernández has a PhD, a doctorate in literature, she is able to teach more advanced concurrent enrollment courses that offer students college credit. Moghazy also already has a doctorate of education in learning design, so is also able to offer college credit in his classes.\u003c/p>\n\u003cp>“Spanish native speakers struggle to get to college, but once they have the opportunity to be successful, they realize they can take Spanish classes,” Hernández said, “and it’s like the door for them.”\u003c/p>\n\u003cp>District leaders said they are working to expand Spanish language arts courses across the district and just rolled out a common curriculum that teachers can use instead of creating their own. Some classes are offered online so students can benefit even if the qualified teacher for the course isn’t at their school. The number of heritage Spanish speakers taking Spanish language arts classes in the district grew from 1,863 to 2,196 in the past year.\u003c/p>\n\u003cp>Spanish language arts is also part of the district’s court-mandated consent decree agreement for serving Spanish-speaking learners. The agreement mandates many specific services for English learners whose home language is Spanish, but doesn’t hold the district to all the same requirements for students with other native languages.\u003c/p>\n\u003cp>In most cases, language arts classes that aren’t in English count as elective or language credits – not as language arts. District leaders want to work with the state to change that, but there are a few pieces to figure out first, including how it would change the requirements for teachers to be able to offer the classes.\u003c/p>\n\u003cp>It’s been hard to maintain similar programs in other languages, district leaders say, in part because few teachers are qualified. Denver used to have Arabic language programs at other schools including at South High School, where the district houses a program for new immigrant students.\u003c/p>\n\u003cp>But as teachers leave, often the program disappears with them.\u003c/p>\n\u003cp>“In terms of building these programs, all of the desire is there and we know we have the students to support it,” said Andrea Caulfield, the district’s world languages curriculum specialist.\u003c/p>\n\u003cp>Spokespersons for Aurora and Adams 12 school districts, two districts with large portions of refugee students, said they aren’t aware of any Arabic language programs in their schools.\u003c/p>\n\u003cfigure id=\"attachment_60951\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-60951\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">During class, Moghazy told his students, “We have to be brave to share our identity and our culture.” \u003ccite>(Helen H. Richardson/The Denver Post)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2 id=\"BMV1ly\">Students cite many reasons for wanting to learn Arabic\u003c/h2>\n\u003cp>Besides teaching Arabic and planning the expansion of the program, Moghazy also mentors a handful of newer immigrant students who speak Arabic. Teachers for other content classes send him assignments that he translates for the students so they can participate.\u003c/p>\n\u003cp>It’s a lot of work, but he said, “I’m happy to do that. I was one day in the same position and it was hard.”\u003c/p>\n\u003cp>Sophie Kruzel, 14, is another student in the Arabic language program. Her family is also from Lebanon, and she said her family’s been excited to hear her learning the language.\u003c/p>\n\u003cp>Some students tell Moghazy they dream of traveling to Dubai or working with the United Nations. Sophie and Rachel both said they’re considering careers working with refugees. Besides the joy in connecting with families, they hope learning Arabic also helps them in that future work.\u003c/p>\n\u003cp>“That’s really important work for me,” Sophie said. “There should be more classes like this.”\u003c/p>\n\u003cp>Moghazy said his work is also about connecting with families.\u003c/p>\n\u003cp>As he was doing outreach to start the class, for example, he met a woman whose family had just arrived here from Libya. The woman, a mother, said she was worried about how her children would adjust to the new country and to starting high school. She was considering not sending her kids to school, she told Moghazy.\u003c/p>\n\u003cp>Even though the family was not in the attendance boundary to attend North High School, the woman chose to send her children to North after talking to Moghazy and learning that her students would have an opportunity to take Arabic classes and have a teacher there who could understand them.\u003c/p>\n\u003cp>“In the Middle East, parents don’t have a voice,” Moghazy said. “When I’m talking to them, telling them, you have a voice they can’t believe it. They feel secure.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" src=\"http://www.itjon.com/phppt/pixel.php?a=https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" alt=\"\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60932/in-a-new-arabic-program-a-denver-teacher-is-connecting-students-with-family-and-new-cultures","authors":["byline_mindshift_60932"],"categories":["mindshift_193"],"tags":["mindshift_21542","mindshift_21543","mindshift_21544","mindshift_373","mindshift_815"],"featImg":"mindshift_60950","label":"mindshift"},"mindshift_57775":{"type":"posts","id":"mindshift_57775","meta":{"index":"posts_1591205157","site":"mindshift","id":"57775","score":null,"sort":[1619456359000]},"guestAuthors":[],"slug":"tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english","title":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English","publishDate":1619456359,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Picture this: A group of nonnative English speakers is in a room. There are people from Germany, Singapore, South Korea, Nigeria and France. They're having a great time speaking to each other in English, and communication is smooth.\u003c/p>\n\u003cp>And then an American walks into the room. The American speaks quickly, using esoteric jargon (\"let's take a holistic approach\") and sports idioms (\"you hit it out of the park!\"). \u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">And the conversation trickles to a halt.\u003c/a>\u003c/p>\n\u003cp>Decades of research show that when a native English speaker enters a conversation among nonnative speakers, understanding goes down. Global communication specialist \u003ca href=\"https://www.ted.com/talks/heather_hansen_2_billion_voices_how_to_speak_bad_english_perfectly/up-next\">Heather Hansen\u003c/a> tells us that's because the native speaker doesn't know how to do what nonnative speakers do naturally: speak in ways that are accessible to everyone, using simple words and phrases.\u003c/p>\n\u003cp>And yet, as Hansen points out, this more accessible way of speaking is often called \"bad English.\" There are whole industries devoted to \"correcting\" English that doesn't sound like it came from a native British or American speaker. Try Googling \"how to get rid of my accent,\" and see how many ads pop up.\u003c/p>\n\u003cp>It turns out that these definitions of \"good\" and \"bad\" English may be counterproductive if our goal is to communicate as effectively as possible.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Dreams dashed by the English proficiency test\u003c/strong>\u003c/p>\n\u003cp>Daiva Repečkaitė, a Lithuanian journalist based in Malta, started learning English in primary school and used it daily for a semester abroad in Sweden. Despite her wide English-language experience — articles, talks, a radio show she co-hosted and more — she says, \"There are countless jobs I didn't apply for because they required native English [speakers].\"\u003c/p>\n\u003cp>\"Proper\" English can be used to shut people out of spaces and opportunities, Repečkaitė says. While volunteering at the African Refugee Development Center in Tel Aviv, Israel, she helped a Sudanese refugee prepare for the TOEFL (Test of English as a Foreign Language) — an English-proficiency standardized exam that stood between him and his dream to go to an Israeli university.\u003c/p>\n\u003cp>According to Repečkaitė, the student was fluent (English was his country's colonial language), but he didn't pass on his first attempt. How can a person fluent in English fail TOEFL? There are a few reasons, she says.\u003c/p>\n\u003cp>One, the test requires writing an argumentative essay — \"a very specific genre,\" Repečkaitė explained, that requires knowledge of specific writing conventions and linking words like \"moreover\" that are rare in other contexts.\u003c/p>\n\u003cp>The test also requires making a clear choice between British and American spelling and vocabulary. That \"can trip up people whose English comes from various sources\" — say, a third from British textbooks and two-thirds from American movies, Repečkaitė said.\u003c/p>\n\u003cp>Ultimately, Repečkaitė said, the test does not simply measure communication skills. \"I knew and made it very clear to him that TOEFL is not about English. It is a gatekeeping tool to enter middle-class spaces.\" \"Good English\" (and the educational resources, like tutoring, needed to acquire it) is tied to class status; it functions as a barrier to success that not everyone can pass.\u003c/p>\n\u003cp>Repečkaitė's story might help us understand why it's important to rethink how we judge English. She fears that obstacles like the English-proficiency test keep competent students and professionals from opportunities they deserve — to the detriment of everyone.\u003c/p>\n\u003cp>\"As the pandemic rages,\" she said, \"I worry that there might be countless refugee doctors and nurses who just haven't read enough Shakespeare or haven't practiced enough multiple-choice, fill-in exercises to pass these tests in English-speaking countries.\" Especially at a time when the burden of COVID-19 weighs heavily on the world, Repečkaitė says, we all suffer when skilled professionals like doctors are prevented from helping people.\u003c/p>\n\u003cp>\u003cstrong>The good, the bad and the judgy\u003c/strong>\u003c/p>\n\u003cp>As for those who do make it into the professional English-speaking world, they can expect a fairly steady line of corrections, criticisms and sometimes downright mockery of how they speak.\u003c/p>\n\u003cp>Néstor Rodríguez, a professor of Latin American literature at the University of Toronto, says he struggled with English when he first came to the U.S. to study. Originally from the Dominican Republic and having lived for some time in Puerto Rico, Rodríguez says English-as-a-second-language lessons along with a survival instinct helped him eventually be \"able to communicate with a certain degree of fluency and spontaneity.\"\u003c/p>\n\u003cp>When he started as a professor in Toronto, he faced criticism and ridicule from his colleagues. \"I remember quite vividly,\" he said, \"when about 10 years ago, I had to chair the dissertation defense of a student from the department of English.\" At one point, Rodríguez asked the group, \"Does anybody else want to intervene?\"\u003c/p>\n\u003cp>\"Professor C leaned back in his chair and repeated in a dramatic mock British accent, \u003cem>'Intervene!' \u003c/em>\" The professor was drawing attention to Rodríguez's way of pronouncing the word.\u003c/p>\n\u003cp>Rodríguez says he \"had an utopian idea of the university as a space for constructive debates and respect among peers\" and was disappointed and shocked to be mocked by a colleague in this setting. When he looks back, Rodríguez says, he sees this moment as \"another example of microaggression based on my accent.\"\u003c/p>\n\u003cp>In the moment, he didn't react. \"I was young and still believed in the redemptive power of nonviolent goodwill.\"\u003c/p>\n\u003cp>\"Nowadays,\" Rodríguez notes, \"I would have filed a grievance against [this professor] so heavy that he would have had to sell his soul to remain employed.\"\u003c/p>\n\u003cp>There's a line between being a language bully (as in the case of Professor C) and being a native English speaker who is an ally. Many nonnative speakers report feeling supported when they are corrected in the spirit of friendship by co-workers.\u003c/p>\n\u003cp>Sophia Krasikov, who came to the United States from Russia at age 38, was in the position of learning much of her English on the job when she started working at IBM.\u003c/p>\n\u003cp>She recalls one moment when she made an English mistake in front of her colleagues: \"We were rolling out a new software, and in a big development meeting I kept referring to it as 'Virgin 1.1.' A colleague came to my office and said, 'Sophia, it's '\u003cem>Version\u003c/em> 1.1.' \"\u003c/p>\n\u003cp>She says that she felt grateful for this correction, which was made with respect and helpfulness in mind. \"The fact that my American colleague took the time to help me express my ideas made me feel that what I had to say was valued and that they wanted to include me in the conversation.\" Here, tone, purpose and, importantly, whether corrections are welcome make all the difference.\u003c/p>\n\u003cp>\u003cstrong>Filing a (language) complaint\u003c/strong>\u003c/p>\n\u003cp>Research shows that it's not just judgment and ridicule from native English speakers that impede communication. It's also their unconscious use of esoteric idioms and unnecessarily confusing vocabulary that makes language less accessible.\u003c/p>\n\u003cp>Ting Gong is a management consultant in Washington, D.C., who grew up in Shanghai and moved to the U.S. in her 20s. She ran up against this issue of confusing vocabulary at the dermatologist one day. \"The receptionist gave me a sheet and asked me to write down my complaint,\" she said. \"I told her that I did not have any complaint, and she looked kind of irritated and then she insisted that I wrote down anything that I can think of.\"\u003c/p>\n\u003cp>Only later that day did Gong understand what the receptionist had meant. \"After I got home, I realized that 'complaints' here refer to symptoms I have. And because I only realized this after I spoke to my husband, when I got home, I actually wrote down 'the receptionist was not friendly' as one of my complaints.\"\u003c/p>\n\u003cp>\u003cstrong>A guide for native speakers\u003c/strong>\u003c/p>\n\u003cp>So what can we do to improve communication between native and nonnative English speakers?\u003c/p>\n\u003cp>Hansen, who has spent years as a communication specialist studying this question, says the onus shouldn't be on nonnative speakers but rather on native English speakers to improve their comprehension of accents different from their own.\u003c/p>\n\u003cp>Take a page out of nonnative speakers' book, says Hansen, by modifying your English to be more inclusive. That means no more confusing idioms, jargon and sports references, so no \"touching base on improving synergy with your teammates.\"\u003c/p>\n\u003cp>Another suggestion from Hansen: Instead of policing others' accents, native English speakers can focus on changing their own enunciation to be more understandable. For example, \u003ca href=\"https://www.researchgate.net/publication/249238138_A_Sociolinguistically_Based_Empirically_Researched_Pronunciation_Syllabus_for_English_as_an_International_Language\">research shows\u003c/a> that clearly enunciating hard \"t\" and \"r\" sounds in your speech makes it easier for nonnative English speakers to understand you.\u003c/p>\n\u003cp>If you're a native English speaker who's up to the task, small adjustments like these might allow you to join in on conversations with nonnative speakers instead of inhibiting them. Take Joseph Issam Harb, the son of two immigrants who was raised in the United States and Abu Dhabi, United Arab Emirates. Having lived, at different points in his life, in the U.S., the U.K. and the UAE, he says, \"I am still learning about English from nonnative speakers.\"\u003c/p>\n\u003cp>\"In email, I've discovered the phrase [commonly used by some nonnative speakers] 'please do the needful,' \" Harb said. \"For years I have been fascinated by this phrase and its use in formal work environment emails.\" Discovering the phrase and wondering about the origins of the phrase, which means \"please do what needs to be done,\" has been a joy for Harb. \"I haven't yet encountered a person who can tell me, 'Yeah, if you translate that directly, it's a common phrase in my language.' \"\u003c/p>\n\u003cp>English cultivated among nonnative speakers can include useful modifications and creative new turns of phrase. Harb referred to the greeting \"Hello, mamsir,\" often used by English-speaking Philippine service workers, which is the literal repetition of the scripted \"Hello, ma'am/sir\" — a quick, respectful and gender-neutral way to address someone.\u003c/p>\n\u003cp>According to Hansen, if we'd like to facilitate better global communication, then supposedly \"bad\" English — that's more universally understandable to more people — is a valuable tool. Respecting the value that nonnative English brings to conversation, instead of treating it as a thing to be corrected, could help us all become better communicators.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article was written in collaboration with \u003c/em>Rough Translation\u003cem>, a podcast from NPR whose mission is to \"follow familiar conversations into unfamiliar territory.\" \u003c/em>Rough Translation\u003cem>'s episode, \"\u003c/em>\u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">\u003cem>How to Speak Bad English\u003c/em>\u003c/a>\u003cem>,\" is out now. The podcast is available from \u003c/em>\u003ca href=\"https://rpb3r.app.goo.gl/hn6j\">\u003cem>NPR One\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://podcasts.apple.com/podcast/id1268047665?mt=2&at=11l79Y&ct=nprdirectory\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem>,\u003c/em>\u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzI0\">\u003cem> Google Podcasts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://pca.st/3zXm\">\u003cem>Pocket Casts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://open.spotify.com/show/4lFCBQNx0TNEdkJWZy5yZv\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://feeds.npr.org/510324/podcast.xml\">\u003cem>RSS\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tower+Of+Babble%3A+Nonnative+Speakers+Navigate+The+World+Of+%27Good%27+And+%27Bad%27+English&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The demand for \"proper\" English can be used to shut people out of spaces and opportunities. The folks at NPR's \"Rough Translation\" podcast have a story to tell.","status":"publish","parent":0,"modified":1619888567,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1822},"headData":{"title":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English - MindShift","description":"The demand for "proper" English can be used to shut people out of spaces and opportunities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English","datePublished":"2021-04-26T16:59:19.000Z","dateModified":"2021-05-01T17:02:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57775 https://ww2.kqed.org/mindshift/?p=57775","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/26/tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english/","disqusTitle":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English","nprByline":"Carolyn McCusker and Rhaina Cohen","nprImageAgency":"Leif Parsons for NPR","nprStoryId":"989765565","nprApiLink":"http://api.npr.org/query?id=989765565&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2021/04/25/989765565/tower-of-babble-non-native-speakers-navigate-the-world-of-good-and-bad-english?ft=nprml&f=989765565","nprRetrievedStory":"1","nprPubDate":"Mon, 26 Apr 2021 18:40:00 -0400","nprStoryDate":"Sun, 25 Apr 2021 07:46:00 -0400","nprLastModifiedDate":"Mon, 26 Apr 2021 18:40:20 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/roughtranslation/2021/04/20210421_roughtranslation_bad_english_421_410pm.mp3?orgId=1&topicId=1031&d=2091&story=989765565&ft=nprml&f=989765565","nprAudioM3u":"http://api.npr.org/m3u/1990264545-1bcbf0.m3u?orgId=1&topicId=1031&d=2091&story=989765565&ft=nprml&f=989765565","path":"/mindshift/57775/tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/roughtranslation/2021/04/20210421_roughtranslation_bad_english_421_410pm.mp3?orgId=1&topicId=1031&d=2091&story=989765565&ft=nprml&f=989765565","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Picture this: A group of nonnative English speakers is in a room. There are people from Germany, Singapore, South Korea, Nigeria and France. They're having a great time speaking to each other in English, and communication is smooth.\u003c/p>\n\u003cp>And then an American walks into the room. The American speaks quickly, using esoteric jargon (\"let's take a holistic approach\") and sports idioms (\"you hit it out of the park!\"). \u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">And the conversation trickles to a halt.\u003c/a>\u003c/p>\n\u003cp>Decades of research show that when a native English speaker enters a conversation among nonnative speakers, understanding goes down. Global communication specialist \u003ca href=\"https://www.ted.com/talks/heather_hansen_2_billion_voices_how_to_speak_bad_english_perfectly/up-next\">Heather Hansen\u003c/a> tells us that's because the native speaker doesn't know how to do what nonnative speakers do naturally: speak in ways that are accessible to everyone, using simple words and phrases.\u003c/p>\n\u003cp>And yet, as Hansen points out, this more accessible way of speaking is often called \"bad English.\" There are whole industries devoted to \"correcting\" English that doesn't sound like it came from a native British or American speaker. Try Googling \"how to get rid of my accent,\" and see how many ads pop up.\u003c/p>\n\u003cp>It turns out that these definitions of \"good\" and \"bad\" English may be counterproductive if our goal is to communicate as effectively as possible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Dreams dashed by the English proficiency test\u003c/strong>\u003c/p>\n\u003cp>Daiva Repečkaitė, a Lithuanian journalist based in Malta, started learning English in primary school and used it daily for a semester abroad in Sweden. Despite her wide English-language experience — articles, talks, a radio show she co-hosted and more — she says, \"There are countless jobs I didn't apply for because they required native English [speakers].\"\u003c/p>\n\u003cp>\"Proper\" English can be used to shut people out of spaces and opportunities, Repečkaitė says. While volunteering at the African Refugee Development Center in Tel Aviv, Israel, she helped a Sudanese refugee prepare for the TOEFL (Test of English as a Foreign Language) — an English-proficiency standardized exam that stood between him and his dream to go to an Israeli university.\u003c/p>\n\u003cp>According to Repečkaitė, the student was fluent (English was his country's colonial language), but he didn't pass on his first attempt. How can a person fluent in English fail TOEFL? There are a few reasons, she says.\u003c/p>\n\u003cp>One, the test requires writing an argumentative essay — \"a very specific genre,\" Repečkaitė explained, that requires knowledge of specific writing conventions and linking words like \"moreover\" that are rare in other contexts.\u003c/p>\n\u003cp>The test also requires making a clear choice between British and American spelling and vocabulary. That \"can trip up people whose English comes from various sources\" — say, a third from British textbooks and two-thirds from American movies, Repečkaitė said.\u003c/p>\n\u003cp>Ultimately, Repečkaitė said, the test does not simply measure communication skills. \"I knew and made it very clear to him that TOEFL is not about English. It is a gatekeeping tool to enter middle-class spaces.\" \"Good English\" (and the educational resources, like tutoring, needed to acquire it) is tied to class status; it functions as a barrier to success that not everyone can pass.\u003c/p>\n\u003cp>Repečkaitė's story might help us understand why it's important to rethink how we judge English. She fears that obstacles like the English-proficiency test keep competent students and professionals from opportunities they deserve — to the detriment of everyone.\u003c/p>\n\u003cp>\"As the pandemic rages,\" she said, \"I worry that there might be countless refugee doctors and nurses who just haven't read enough Shakespeare or haven't practiced enough multiple-choice, fill-in exercises to pass these tests in English-speaking countries.\" Especially at a time when the burden of COVID-19 weighs heavily on the world, Repečkaitė says, we all suffer when skilled professionals like doctors are prevented from helping people.\u003c/p>\n\u003cp>\u003cstrong>The good, the bad and the judgy\u003c/strong>\u003c/p>\n\u003cp>As for those who do make it into the professional English-speaking world, they can expect a fairly steady line of corrections, criticisms and sometimes downright mockery of how they speak.\u003c/p>\n\u003cp>Néstor Rodríguez, a professor of Latin American literature at the University of Toronto, says he struggled with English when he first came to the U.S. to study. Originally from the Dominican Republic and having lived for some time in Puerto Rico, Rodríguez says English-as-a-second-language lessons along with a survival instinct helped him eventually be \"able to communicate with a certain degree of fluency and spontaneity.\"\u003c/p>\n\u003cp>When he started as a professor in Toronto, he faced criticism and ridicule from his colleagues. \"I remember quite vividly,\" he said, \"when about 10 years ago, I had to chair the dissertation defense of a student from the department of English.\" At one point, Rodríguez asked the group, \"Does anybody else want to intervene?\"\u003c/p>\n\u003cp>\"Professor C leaned back in his chair and repeated in a dramatic mock British accent, \u003cem>'Intervene!' \u003c/em>\" The professor was drawing attention to Rodríguez's way of pronouncing the word.\u003c/p>\n\u003cp>Rodríguez says he \"had an utopian idea of the university as a space for constructive debates and respect among peers\" and was disappointed and shocked to be mocked by a colleague in this setting. When he looks back, Rodríguez says, he sees this moment as \"another example of microaggression based on my accent.\"\u003c/p>\n\u003cp>In the moment, he didn't react. \"I was young and still believed in the redemptive power of nonviolent goodwill.\"\u003c/p>\n\u003cp>\"Nowadays,\" Rodríguez notes, \"I would have filed a grievance against [this professor] so heavy that he would have had to sell his soul to remain employed.\"\u003c/p>\n\u003cp>There's a line between being a language bully (as in the case of Professor C) and being a native English speaker who is an ally. Many nonnative speakers report feeling supported when they are corrected in the spirit of friendship by co-workers.\u003c/p>\n\u003cp>Sophia Krasikov, who came to the United States from Russia at age 38, was in the position of learning much of her English on the job when she started working at IBM.\u003c/p>\n\u003cp>She recalls one moment when she made an English mistake in front of her colleagues: \"We were rolling out a new software, and in a big development meeting I kept referring to it as 'Virgin 1.1.' A colleague came to my office and said, 'Sophia, it's '\u003cem>Version\u003c/em> 1.1.' \"\u003c/p>\n\u003cp>She says that she felt grateful for this correction, which was made with respect and helpfulness in mind. \"The fact that my American colleague took the time to help me express my ideas made me feel that what I had to say was valued and that they wanted to include me in the conversation.\" Here, tone, purpose and, importantly, whether corrections are welcome make all the difference.\u003c/p>\n\u003cp>\u003cstrong>Filing a (language) complaint\u003c/strong>\u003c/p>\n\u003cp>Research shows that it's not just judgment and ridicule from native English speakers that impede communication. It's also their unconscious use of esoteric idioms and unnecessarily confusing vocabulary that makes language less accessible.\u003c/p>\n\u003cp>Ting Gong is a management consultant in Washington, D.C., who grew up in Shanghai and moved to the U.S. in her 20s. She ran up against this issue of confusing vocabulary at the dermatologist one day. \"The receptionist gave me a sheet and asked me to write down my complaint,\" she said. \"I told her that I did not have any complaint, and she looked kind of irritated and then she insisted that I wrote down anything that I can think of.\"\u003c/p>\n\u003cp>Only later that day did Gong understand what the receptionist had meant. \"After I got home, I realized that 'complaints' here refer to symptoms I have. And because I only realized this after I spoke to my husband, when I got home, I actually wrote down 'the receptionist was not friendly' as one of my complaints.\"\u003c/p>\n\u003cp>\u003cstrong>A guide for native speakers\u003c/strong>\u003c/p>\n\u003cp>So what can we do to improve communication between native and nonnative English speakers?\u003c/p>\n\u003cp>Hansen, who has spent years as a communication specialist studying this question, says the onus shouldn't be on nonnative speakers but rather on native English speakers to improve their comprehension of accents different from their own.\u003c/p>\n\u003cp>Take a page out of nonnative speakers' book, says Hansen, by modifying your English to be more inclusive. That means no more confusing idioms, jargon and sports references, so no \"touching base on improving synergy with your teammates.\"\u003c/p>\n\u003cp>Another suggestion from Hansen: Instead of policing others' accents, native English speakers can focus on changing their own enunciation to be more understandable. For example, \u003ca href=\"https://www.researchgate.net/publication/249238138_A_Sociolinguistically_Based_Empirically_Researched_Pronunciation_Syllabus_for_English_as_an_International_Language\">research shows\u003c/a> that clearly enunciating hard \"t\" and \"r\" sounds in your speech makes it easier for nonnative English speakers to understand you.\u003c/p>\n\u003cp>If you're a native English speaker who's up to the task, small adjustments like these might allow you to join in on conversations with nonnative speakers instead of inhibiting them. Take Joseph Issam Harb, the son of two immigrants who was raised in the United States and Abu Dhabi, United Arab Emirates. Having lived, at different points in his life, in the U.S., the U.K. and the UAE, he says, \"I am still learning about English from nonnative speakers.\"\u003c/p>\n\u003cp>\"In email, I've discovered the phrase [commonly used by some nonnative speakers] 'please do the needful,' \" Harb said. \"For years I have been fascinated by this phrase and its use in formal work environment emails.\" Discovering the phrase and wondering about the origins of the phrase, which means \"please do what needs to be done,\" has been a joy for Harb. \"I haven't yet encountered a person who can tell me, 'Yeah, if you translate that directly, it's a common phrase in my language.' \"\u003c/p>\n\u003cp>English cultivated among nonnative speakers can include useful modifications and creative new turns of phrase. Harb referred to the greeting \"Hello, mamsir,\" often used by English-speaking Philippine service workers, which is the literal repetition of the scripted \"Hello, ma'am/sir\" — a quick, respectful and gender-neutral way to address someone.\u003c/p>\n\u003cp>According to Hansen, if we'd like to facilitate better global communication, then supposedly \"bad\" English — that's more universally understandable to more people — is a valuable tool. Respecting the value that nonnative English brings to conversation, instead of treating it as a thing to be corrected, could help us all become better communicators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This article was written in collaboration with \u003c/em>Rough Translation\u003cem>, a podcast from NPR whose mission is to \"follow familiar conversations into unfamiliar territory.\" \u003c/em>Rough Translation\u003cem>'s episode, \"\u003c/em>\u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">\u003cem>How to Speak Bad English\u003c/em>\u003c/a>\u003cem>,\" is out now. The podcast is available from \u003c/em>\u003ca href=\"https://rpb3r.app.goo.gl/hn6j\">\u003cem>NPR One\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://podcasts.apple.com/podcast/id1268047665?mt=2&at=11l79Y&ct=nprdirectory\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem>,\u003c/em>\u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzI0\">\u003cem> Google Podcasts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://pca.st/3zXm\">\u003cem>Pocket Casts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://open.spotify.com/show/4lFCBQNx0TNEdkJWZy5yZv\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://feeds.npr.org/510324/podcast.xml\">\u003cem>RSS\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tower+Of+Babble%3A+Nonnative+Speakers+Navigate+The+World+Of+%27Good%27+And+%27Bad%27+English&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57775/tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english","authors":["byline_mindshift_57775"],"categories":["mindshift_193"],"tags":["mindshift_20851","mindshift_373","mindshift_815"],"featImg":"mindshift_57776","label":"mindshift"},"mindshift_54962":{"type":"posts","id":"mindshift_54962","meta":{"index":"posts_1591205157","site":"mindshift","id":"54962","score":null,"sort":[1575186631000]},"guestAuthors":[],"slug":"these-students-speak-perfect-spanglish-and-now-theyre-learning-to-own-it","title":"These Students Speak Perfect Spanglish — And Now They're Learning To Own It","publishDate":1575186631,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Porfa please. Pero like. Janguear \u003c/em>(to hang out).\u003c/p>\n\u003cp>These Spanglish phrases are all the results of contact between Spanish and English. In a Texas college classroom, students are learning that Spanglish — a version of Spanish that's influenced by English — is just as valid as any other Spanish dialect.\u003c/p>\n\u003cp>\"What history teaches us is that the only constant is change,\" explains Meghann Peace, who teaches this class primarily in Spanish at St. Mary's University in San Antonio. \"When two or more languages are in constant geographic and social contact, there will always be linguistic consequences.\"\u003c/p>\n\u003cp>And yet Spanglish, or U.S. Spanish, is sometimes looked down upon by native speakers of both languages. Even in a state like Texas, where nearly 30% of the population speaks Spanish at home, there's a perception that it's better to speak \"pure Spanish.\"\u003c/p>\n\u003cp>Peace is teaching her students — who mostly grew up speaking a mix of Spanish and English — to challenge those negative perceptions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think the one that judges me the most is myself,\" says freshman Angie Bravo, 18.\u003c/p>\n\u003cp>Bravo grew up in Laredo, Texas, just across the border from Mexico. Her first language was Spanish, and she wishes she were better at it. But this semester, she's learning there's nothing wrong with the way she speaks the language. It's just a different dialect from the one spoken in Madrid or Mexico City.\u003c/p>\n\u003cp>\u003cstrong>The pressure to be perfect\u003c/strong>\u003c/p>\n\u003cp>U.S. Spanish has been in college course catalogs for several years. According to a 2016 survey from New Mexico State University, more than 40 colleges across the country are teaching about it.\u003c/p>\n\u003cp>Peace asks her students if they ever get negative reactions when they speak U.S. Spanish.\u003c/p>\n\u003cp>Mary Villines, a biology major from the Rio Grande Valley, says she does. She says people who speak only Spanish or English will sometimes assume she doesn't speak their language well and correct her.\u003c/p>\n\u003cp>\"But what bothers me is that they only speak one language,\" Villines explains in Spanish. \"How are you going to correct me when you don't even know what I'm saying?\"\u003c/p>\n\u003cp>Elisha Carrillo, an international and global studies major, also feels the pressure to speak flawlessly.\u003c/p>\n\u003cp>\"I think people get confused because they assume if you're brown, you speak perfect Spanish,\" she says after class. \"People everywhere just expect you to be a certain way because of how you look.\"\u003c/p>\n\u003cp>Carrillo's family has lived in San Antonio for generations. She says her mom and grandma speak Spanish, but they didn't really teach it to her. Instead, Carrillo learned the language in school.\u003c/p>\n\u003cp>\"My grandparents talk a lot about being discriminated in school for speaking Spanish,\" Carrillo says.\u003c/p>\n\u003cp>There's a long history of \"English only\" policies in some American schools, \u003ca href=\"https://www.npr.org/2017/10/20/558739863/the-day-a-texas-school-held-a-funeral-for-the-spanish-language\">including in Texas\u003c/a>.\u003c/p>\n\u003cp>\"I think, just like subconsciously, they think, 'Oh, we're not supposed to speak that.' \"\u003c/p>\n\u003cp>\u003cstrong>\"Should I be Hispanic, or should I be American?\"\u003c/strong>\u003c/p>\n\u003cp>Spanglish isn't the only dialect that has popped up from contact between two languages — there's also \u003ca href=\"https://www.theguardian.com/education/2015/mar/11/a-quick-guide-to-speaking-franglais\">Franglais\u003c/a>, \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ720543.pdf\">Taglish\u003c/a> and \u003ca href=\"http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.138.5703&rep=rep1&type=pdf\">Portuñol\u003c/a>.\u003c/p>\n\u003cp>And while Spanglish is sometimes thought of as a random mishmash of two languages, Peace tells her class the dialect is actually very systematic. She says its speakers follow both languages' rules when they code-switch.\u003c/p>\n\u003cp>She writes an example on the classroom's whiteboard — the phrase \"a girl who was walking her dog.\" In Spanish, it would be \"una chica que estaba paseando su perro.\" One way to say it in Spanglish: \"una girl que estaba walking her dog.\"\u003c/p>\n\u003cp>Then she gives an example of a sentence that doesn't work as well in Spanglish: \"I already told you the most interesting story.\" In Spanish, it would be, \"Ya te dije la historia más interesante.\" Peace says this one is harder to translate into Spanglish because it has a different sentence structure in Spanish and English.\u003c/p>\n\u003cp>\"Bilingual speakers have to know both languages very, very well in order to code-switch in the same sentence,\" she explains in Spanish.\u003c/p>\n\u003cp>That lesson resonates with Bravo, who grew up near the border.\u003c/p>\n\u003cp>\"It's taught me to be a lot more accepting,\" Bravo says.\u003c/p>\n\u003cp>\"I didn't really take into account the rules that we don't speak about but we understand.\"\u003c/p>\n\u003cp>For Bravo, language is intertwined with identity.\u003c/p>\n\u003cp>\"When I was growing up, I had a lot of issues [around] being Hispanic. I didn't understand, like, what does it mean to be Hispanic? Should I be Hispanic, or should I be American? And so I think it's because I struggled with that that I want to be able to do both,\" Bravo says. \"To be able to speak Spanglish is to be able to say to people that I am Mexican American, and that's OK.\"\u003c/p>\n\u003cp>Peace has one thing to say to those who believe Spanglish is an attack on a \"pure\" language: \"A standard dialect is simply the standard because the people who are in power made it the standard.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Pure languages, she says, don't exist.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 Texas Public Radio. To see more, visit \u003ca href=\"https://www.tpr.org/\">Texas Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+Students+Speak+Perfect+Spanglish+%E2%80%94+And+Now+They%27re+Learning+To+Own+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"\"To be able to speak Spanglish is to be able to say to people that I am Mexican American, and that's OK,\" says college freshman Angie Bravo.","status":"publish","parent":0,"modified":1575273293,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":873},"headData":{"title":"These Students Speak Perfect Spanglish — And Now They're Learning To Own It | KQED","description":""To be able to speak Spanglish is to be able to say to people that I am Mexican American, and that's OK," says college freshman Angie Bravo.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"These Students Speak Perfect Spanglish — And Now They're Learning To Own It","datePublished":"2019-12-01T07:50:31.000Z","dateModified":"2019-12-02T07:54:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54962 https://ww2.kqed.org/mindshift/?p=54962","disqusUrl":"https://ww2.kqed.org/mindshift/2019/11/30/these-students-speak-perfect-spanglish-and-now-theyre-learning-to-own-it/","disqusTitle":"These Students Speak Perfect Spanglish — And Now They're Learning To Own It","nprByline":"Camille Phillips","nprImageAgency":"Jacqueline Alcántara for NPR","nprStoryId":"775035698","nprApiLink":"http://api.npr.org/query?id=775035698&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/11/29/775035698/these-students-speak-perfect-spanglish-and-now-theyre-learning-to-own-it?ft=nprml&f=775035698","nprRetrievedStory":"1","nprPubDate":"Fri, 29 Nov 2019 11:00:00 -0500","nprStoryDate":"Fri, 29 Nov 2019 11:00:18 -0500","nprLastModifiedDate":"Fri, 29 Nov 2019 11:00:18 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2019/10/20191025_me_students_challenge_negative_perceptions_of_spanglish.mp3?orgId=188&topicId=1013&d=210&story=775035698&ft=nprml&f=775035698","nprAudioM3u":"http://api.npr.org/m3u/1783472079-dbb37d.m3u?orgId=188&topicId=1013&d=210&story=775035698&ft=nprml&f=775035698","path":"/mindshift/54962/these-students-speak-perfect-spanglish-and-now-theyre-learning-to-own-it","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2019/10/20191025_me_students_challenge_negative_perceptions_of_spanglish.mp3?orgId=188&topicId=1013&d=210&story=775035698&ft=nprml&f=775035698","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Porfa please. Pero like. Janguear \u003c/em>(to hang out).\u003c/p>\n\u003cp>These Spanglish phrases are all the results of contact between Spanish and English. In a Texas college classroom, students are learning that Spanglish — a version of Spanish that's influenced by English — is just as valid as any other Spanish dialect.\u003c/p>\n\u003cp>\"What history teaches us is that the only constant is change,\" explains Meghann Peace, who teaches this class primarily in Spanish at St. Mary's University in San Antonio. \"When two or more languages are in constant geographic and social contact, there will always be linguistic consequences.\"\u003c/p>\n\u003cp>And yet Spanglish, or U.S. Spanish, is sometimes looked down upon by native speakers of both languages. Even in a state like Texas, where nearly 30% of the population speaks Spanish at home, there's a perception that it's better to speak \"pure Spanish.\"\u003c/p>\n\u003cp>Peace is teaching her students — who mostly grew up speaking a mix of Spanish and English — to challenge those negative perceptions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think the one that judges me the most is myself,\" says freshman Angie Bravo, 18.\u003c/p>\n\u003cp>Bravo grew up in Laredo, Texas, just across the border from Mexico. Her first language was Spanish, and she wishes she were better at it. But this semester, she's learning there's nothing wrong with the way she speaks the language. It's just a different dialect from the one spoken in Madrid or Mexico City.\u003c/p>\n\u003cp>\u003cstrong>The pressure to be perfect\u003c/strong>\u003c/p>\n\u003cp>U.S. Spanish has been in college course catalogs for several years. According to a 2016 survey from New Mexico State University, more than 40 colleges across the country are teaching about it.\u003c/p>\n\u003cp>Peace asks her students if they ever get negative reactions when they speak U.S. Spanish.\u003c/p>\n\u003cp>Mary Villines, a biology major from the Rio Grande Valley, says she does. She says people who speak only Spanish or English will sometimes assume she doesn't speak their language well and correct her.\u003c/p>\n\u003cp>\"But what bothers me is that they only speak one language,\" Villines explains in Spanish. \"How are you going to correct me when you don't even know what I'm saying?\"\u003c/p>\n\u003cp>Elisha Carrillo, an international and global studies major, also feels the pressure to speak flawlessly.\u003c/p>\n\u003cp>\"I think people get confused because they assume if you're brown, you speak perfect Spanish,\" she says after class. \"People everywhere just expect you to be a certain way because of how you look.\"\u003c/p>\n\u003cp>Carrillo's family has lived in San Antonio for generations. She says her mom and grandma speak Spanish, but they didn't really teach it to her. Instead, Carrillo learned the language in school.\u003c/p>\n\u003cp>\"My grandparents talk a lot about being discriminated in school for speaking Spanish,\" Carrillo says.\u003c/p>\n\u003cp>There's a long history of \"English only\" policies in some American schools, \u003ca href=\"https://www.npr.org/2017/10/20/558739863/the-day-a-texas-school-held-a-funeral-for-the-spanish-language\">including in Texas\u003c/a>.\u003c/p>\n\u003cp>\"I think, just like subconsciously, they think, 'Oh, we're not supposed to speak that.' \"\u003c/p>\n\u003cp>\u003cstrong>\"Should I be Hispanic, or should I be American?\"\u003c/strong>\u003c/p>\n\u003cp>Spanglish isn't the only dialect that has popped up from contact between two languages — there's also \u003ca href=\"https://www.theguardian.com/education/2015/mar/11/a-quick-guide-to-speaking-franglais\">Franglais\u003c/a>, \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ720543.pdf\">Taglish\u003c/a> and \u003ca href=\"http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.138.5703&rep=rep1&type=pdf\">Portuñol\u003c/a>.\u003c/p>\n\u003cp>And while Spanglish is sometimes thought of as a random mishmash of two languages, Peace tells her class the dialect is actually very systematic. She says its speakers follow both languages' rules when they code-switch.\u003c/p>\n\u003cp>She writes an example on the classroom's whiteboard — the phrase \"a girl who was walking her dog.\" In Spanish, it would be \"una chica que estaba paseando su perro.\" One way to say it in Spanglish: \"una girl que estaba walking her dog.\"\u003c/p>\n\u003cp>Then she gives an example of a sentence that doesn't work as well in Spanglish: \"I already told you the most interesting story.\" In Spanish, it would be, \"Ya te dije la historia más interesante.\" Peace says this one is harder to translate into Spanglish because it has a different sentence structure in Spanish and English.\u003c/p>\n\u003cp>\"Bilingual speakers have to know both languages very, very well in order to code-switch in the same sentence,\" she explains in Spanish.\u003c/p>\n\u003cp>That lesson resonates with Bravo, who grew up near the border.\u003c/p>\n\u003cp>\"It's taught me to be a lot more accepting,\" Bravo says.\u003c/p>\n\u003cp>\"I didn't really take into account the rules that we don't speak about but we understand.\"\u003c/p>\n\u003cp>For Bravo, language is intertwined with identity.\u003c/p>\n\u003cp>\"When I was growing up, I had a lot of issues [around] being Hispanic. I didn't understand, like, what does it mean to be Hispanic? Should I be Hispanic, or should I be American? And so I think it's because I struggled with that that I want to be able to do both,\" Bravo says. \"To be able to speak Spanglish is to be able to say to people that I am Mexican American, and that's OK.\"\u003c/p>\n\u003cp>Peace has one thing to say to those who believe Spanglish is an attack on a \"pure\" language: \"A standard dialect is simply the standard because the people who are in power made it the standard.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Pure languages, she says, don't exist.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 Texas Public Radio. To see more, visit \u003ca href=\"https://www.tpr.org/\">Texas Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+Students+Speak+Perfect+Spanglish+%E2%80%94+And+Now+They%27re+Learning+To+Own+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54962/these-students-speak-perfect-spanglish-and-now-theyre-learning-to-own-it","authors":["byline_mindshift_54962"],"categories":["mindshift_192"],"tags":["mindshift_20851","mindshift_20784","mindshift_1040","mindshift_815","mindshift_21312","mindshift_21313"],"featImg":"mindshift_54963","label":"mindshift"},"mindshift_53937":{"type":"posts","id":"mindshift_53937","meta":{"index":"posts_1591205157","site":"mindshift","id":"53937","score":null,"sort":[1567659949000]},"guestAuthors":[],"slug":"seven-strategies-to-keep-students-motivated-all-year-long","title":"Seven Strategies to Keep Students Motivated All Year Long","publishDate":1567659949,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>Looking around my seventh-grade Language Arts classroom at the start of another school year, I saw the same range of reactions that we are all familiar with as teachers. Some students were obviously eager to get started, returning from the break with a desire to start the year off in a positive way. Others were less confident, and had evidently approached the end of the summer holiday with a sense of dread.\u003c/p>\n\u003cp>Throughout the school year, I know I can expect some students to slowly lose motivation. I know when they get disappointing grades, they’ll be discouraged. And some will quietly decide that the material is too difficult, or not worth the effort, or that they generally lack the fundamental skills to keep up. As their teacher, I want to stop those thoughts early. But I’ve noticed that students often can’t see their own progress the way I can as their teacher. They often have unrealistic notions of what their growth should look like.\u003c/p>\n\u003cp>To try to help students see what I see, I started checking in with students one-on-one throughout the year. Using research from \u003ca href=\"https://www.zoltandornyei.co.uk/\" target=\"_blank\" rel=\"noopener\">Zoltan Dӧrnyei\u003c/a>, who specializes in motivation to learn second languages, I developed some practical motivational strategies that helped my students reflect on their own work and learning environments.\u003c/p>\n\u003cp>\u003cstrong>1. The Classroom Environment\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s easy to overlook the most important step in any teaching strategy: build a positive class culture. When I take the time to set a solid, positive learning foundation, I find it smoothes the way for other interventions.\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\" target=\"_blank\" rel=\"noopener\">classroom rules are negotiated with students\u003c/a> they feel a greater sense of ownership and commitment toward them. Often these \"rule-setting\" sessions at the start of the year generate fairly similar (and effective) sets of rules. A set of class rules may look as follows:\u003c/p>\n\u003cul>\n\u003cli>We should listen to each other\u003c/li>\n\u003cli>We should try not to hurt each other, verbally or physically\u003c/li>\n\u003cli>We should respect each other’s ideas and values\u003c/li>\n\u003cli>We shouldn’t make fun of each other’s learning / it’s OK to make mistakes\u003c/li>\n\u003cli>We should help each other\u003c/li>\n\u003c/ul>\n\u003cp>Student-negotiated consequences for breaking these rules, and ensuring they are followed throughout the year, can also reinforce a cohesive and positive learning environment. Students are more likely to meet expectations and interact positively with others when they’ve agreed on both the rules and consequences.\u003c/p>\n\u003cp>I’ve also had success in allowing students to set (realistic) rules for me as their teacher, such as “always be willing to help” and “make sure our tests are fair.”\u003c/p>\n\u003cp>The teacher also has an obligation in a motivation-sensitive teaching approach to make the learning interesting to students. I try to do that by changing up the teaching style and materials, making content and activities fun and relevant to learners, showing enthusiasm for my subject, and being available to offer help.\u003c/p>\n\u003cp>\u003cstrong>2. Strategies to Build Commitment\u003c/strong>\u003c/p>\n\u003cp>There are a few ways I help students preserve (and potentially increase) their commitment to the goals they set for themselves.\u003c/p>\n\u003cp>The first step is to \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">help students set appropriate goals\u003c/a>. This works best if students make goals based on the \u003ca href=\"https://en.wikipedia.org/wiki/SMART_criteria\" target=\"_blank\" rel=\"noopener\">S.M.A.R.T principles\u003c/a> (Specific, Measurable, Achievable, Realistic and Time-Specific). I then have them create a learning journal where they record both the goals and their progress. A good stimulus question may be, \"What did you learn this week?\"\u003c/p>\n\u003cp>Second, I provide short \u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\" target=\"_blank\" rel=\"noopener\">written feedback on a regular basis\u003c/a>. I encourage students to reflect positively on their own progress, and to not discuss grades wherever possible, since the point is to hold themselves to their own standards.\u003c/p>\n\u003cp>Third, I try to hold verbal feedback sessions several times a year. A natural time to check in is prior to parent-teacher meetings. These one-on-one meetings with students are a chance for a positive self-reflection and discussion about the student’s progress over a longer period of time.\u003c/p>\n\u003cp>\u003cstrong>3. Metacognitive Strategies\u003c/strong>\u003c/p>\n\u003cp>Students are going to get distracted at some point during the school year, and many procrastinate. But they may not have a lot of practice noticing when they start to get off task. To help them gain awareness, have them record examples of things that have interrupted their learning, both inside and outside the classroom. This can take place in their learning journals. Maybe they didn’t do their homework because a favorite show was on or they wasted their studying time on social media. Discuss the various choices implicit in those distractions, and focus on positive and realistic solutions, like choosing to watch the show later as a reward for task completion.\u003c/p>\n\u003cp>Use further student examples in feedback sessions throughout the year, where students can share strategies they’ve developed on their own for dealing with distractions. Students are often more receptive to this advice when it comes from a peer.\u003c/p>\n\u003cp>\u003cstrong>4. Strategies to Boost Student Interest\u003c/strong>\u003c/p>\n\u003cp>Students are more motivated by their schoolwork when it is interesting. \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">Offering students choice\u003c/a> is a common way of building interest, along with the quality and relevance of learning materials.\u003c/p>\n\u003cp>Teachers may also allow students to negotiate twists on a task that makes it more interesting to them, while still working toward the learning outcomes of the lesson.\u003c/p>\n\u003cp>But not every learning goal will naturally pique students’ interests, a fact worth acknowledging openly. Ask students to reflect on tasks they find uninteresting in their learning journal to help them identify patterns in these moments and to react in a positive way. The journal entries are also great feedback for the teacher on how to make content more engaging for students.\u003c/p>\n\u003cp>\u003cstrong>5. Strategies to Handle Negative Emotions\u003c/strong>\u003c/p>\n\u003cp>At the start of the school year, I discuss with my students how different moods and emotions help or hurt learning. I’ve found students often aren’t aware of how much their \u003ca href=\"https://www.kqed.org/mindshift/47616/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings\" target=\"_blank\" rel=\"noopener\">emotions affect their schoolwork\u003c/a>. Then, I ask students to create a positive \"mantra\" they can refer back to if feeling unmotivated or anxious.\u003c/p>\n\u003cp>Teachers can also prompt students to reflect on their moods when evaluating how they are progressing toward their goals, and note these observations in their learning journals. For example, a student might write: \"I didn't learn much new vocabulary this week. I was feeling angry and I couldn't focus.\" Once the teacher knows what’s going on in the emotional lives of students it’s easier to offer targeted advice on strategies to ensure learning continues, even when a student is in a heightened emotional state.\u003c/p>\n\u003cp>\u003cstrong>6. Strategies to Build Positive Learning Environments\u003c/strong>\u003c/p>\n\u003cp>Ask students to respond to the questions: Who do I work well with? Who don’t I work well with? Why? This helps students to evaluate the social dynamics of their classroom context. A target output might be something like: \"Harriet’s a great friend, but when we are put in a group together we just end up chatting about Riverdale instead of the work.\" As a teacher, you can also use this information to make groups that collaborate well and work effectively toward common goals.\u003c/p>\n\u003cp>Creating a positive learning environment — one in which students are free to express themselves, make mistakes and effectively self-reflect — will allow the environment to be an effective place for learning.\u003c/p>\n\u003cp>\u003cstrong>7. Visualizing the future\u003c/strong>\u003c/p>\n\u003cp>According to Dörnyei, motivation for learning is partly informed by two potential future versions of yourself — the ideal self of your future, and the self that you feel you ought to become. Asking students to map these out in as much detail as possible, and discussing them (what does your ideal self look like? At minimum, what do you feel like your future self should look like?) can be very helpful in bringing this background process into the light. Discussing these selves can also be a fun activity to start off the year, with students getting down to very specific details of what their future selves eat (my ideal self eats a lot more vegetables than I currently do!), where they live, and do for fun.\u003c/p>\n\u003cp>Refer back to these selves throughout the year to have students track their own progress, and in the process break down long-term motivational goals into shorter ones. This is especially necessary for younger learners who often have trouble visualizing life after school.\u003c/p>\n\u003cp>It’s also important to allow students, in the process of reflecting on these future selves, the ability to think about what they can do if they're not meeting the benchmarks on the road to either who they want to be or feel they should be. Reinforcing the idea that it is never too late to get back on track can help prevent students from feeling they've set unattainable goals for themselves.\u003c/p>\n\u003cp>While it may be difficult to reach every student with every one of the strategies mentioned above, all we can do as educators is to consistently try. All these strategies are ways to help students develop their ability to consciously recognize and mindfully react to their learning experiences. Strategies like these help students to make progress toward being lifelong learners.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Students aren't always aware of the progress they are making or how their emotions affect their learning throughout the year. These strategies can help make those things visible to them.","status":"publish","parent":0,"modified":1567659949,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1601},"headData":{"title":"Seven Strategies to Keep Students Motivated All Year Long | KQED","description":"Students aren't always aware of the progress they are making or how their emotions affect their learning throughout the year. These strategies can help make those things visible to them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Seven Strategies to Keep Students Motivated All Year Long","datePublished":"2019-09-05T05:05:49.000Z","dateModified":"2019-09-05T05:05:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53937 https://ww2.kqed.org/mindshift/?p=53937","disqusUrl":"https://ww2.kqed.org/mindshift/2019/09/04/seven-strategies-to-keep-students-motivated-all-year-long/","disqusTitle":"Seven Strategies to Keep Students Motivated All Year Long","path":"/mindshift/53937/seven-strategies-to-keep-students-motivated-all-year-long","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>Looking around my seventh-grade Language Arts classroom at the start of another school year, I saw the same range of reactions that we are all familiar with as teachers. Some students were obviously eager to get started, returning from the break with a desire to start the year off in a positive way. Others were less confident, and had evidently approached the end of the summer holiday with a sense of dread.\u003c/p>\n\u003cp>Throughout the school year, I know I can expect some students to slowly lose motivation. I know when they get disappointing grades, they’ll be discouraged. And some will quietly decide that the material is too difficult, or not worth the effort, or that they generally lack the fundamental skills to keep up. As their teacher, I want to stop those thoughts early. But I’ve noticed that students often can’t see their own progress the way I can as their teacher. They often have unrealistic notions of what their growth should look like.\u003c/p>\n\u003cp>To try to help students see what I see, I started checking in with students one-on-one throughout the year. Using research from \u003ca href=\"https://www.zoltandornyei.co.uk/\" target=\"_blank\" rel=\"noopener\">Zoltan Dӧrnyei\u003c/a>, who specializes in motivation to learn second languages, I developed some practical motivational strategies that helped my students reflect on their own work and learning environments.\u003c/p>\n\u003cp>\u003cstrong>1. The Classroom Environment\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s easy to overlook the most important step in any teaching strategy: build a positive class culture. When I take the time to set a solid, positive learning foundation, I find it smoothes the way for other interventions.\u003c/p>\n\u003cp>When \u003ca href=\"https://www.kqed.org/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands\" target=\"_blank\" rel=\"noopener\">classroom rules are negotiated with students\u003c/a> they feel a greater sense of ownership and commitment toward them. Often these \"rule-setting\" sessions at the start of the year generate fairly similar (and effective) sets of rules. A set of class rules may look as follows:\u003c/p>\n\u003cul>\n\u003cli>We should listen to each other\u003c/li>\n\u003cli>We should try not to hurt each other, verbally or physically\u003c/li>\n\u003cli>We should respect each other’s ideas and values\u003c/li>\n\u003cli>We shouldn’t make fun of each other’s learning / it’s OK to make mistakes\u003c/li>\n\u003cli>We should help each other\u003c/li>\n\u003c/ul>\n\u003cp>Student-negotiated consequences for breaking these rules, and ensuring they are followed throughout the year, can also reinforce a cohesive and positive learning environment. Students are more likely to meet expectations and interact positively with others when they’ve agreed on both the rules and consequences.\u003c/p>\n\u003cp>I’ve also had success in allowing students to set (realistic) rules for me as their teacher, such as “always be willing to help” and “make sure our tests are fair.”\u003c/p>\n\u003cp>The teacher also has an obligation in a motivation-sensitive teaching approach to make the learning interesting to students. I try to do that by changing up the teaching style and materials, making content and activities fun and relevant to learners, showing enthusiasm for my subject, and being available to offer help.\u003c/p>\n\u003cp>\u003cstrong>2. Strategies to Build Commitment\u003c/strong>\u003c/p>\n\u003cp>There are a few ways I help students preserve (and potentially increase) their commitment to the goals they set for themselves.\u003c/p>\n\u003cp>The first step is to \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">help students set appropriate goals\u003c/a>. This works best if students make goals based on the \u003ca href=\"https://en.wikipedia.org/wiki/SMART_criteria\" target=\"_blank\" rel=\"noopener\">S.M.A.R.T principles\u003c/a> (Specific, Measurable, Achievable, Realistic and Time-Specific). I then have them create a learning journal where they record both the goals and their progress. A good stimulus question may be, \"What did you learn this week?\"\u003c/p>\n\u003cp>Second, I provide short \u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\" target=\"_blank\" rel=\"noopener\">written feedback on a regular basis\u003c/a>. I encourage students to reflect positively on their own progress, and to not discuss grades wherever possible, since the point is to hold themselves to their own standards.\u003c/p>\n\u003cp>Third, I try to hold verbal feedback sessions several times a year. A natural time to check in is prior to parent-teacher meetings. These one-on-one meetings with students are a chance for a positive self-reflection and discussion about the student’s progress over a longer period of time.\u003c/p>\n\u003cp>\u003cstrong>3. Metacognitive Strategies\u003c/strong>\u003c/p>\n\u003cp>Students are going to get distracted at some point during the school year, and many procrastinate. But they may not have a lot of practice noticing when they start to get off task. To help them gain awareness, have them record examples of things that have interrupted their learning, both inside and outside the classroom. This can take place in their learning journals. Maybe they didn’t do their homework because a favorite show was on or they wasted their studying time on social media. Discuss the various choices implicit in those distractions, and focus on positive and realistic solutions, like choosing to watch the show later as a reward for task completion.\u003c/p>\n\u003cp>Use further student examples in feedback sessions throughout the year, where students can share strategies they’ve developed on their own for dealing with distractions. Students are often more receptive to this advice when it comes from a peer.\u003c/p>\n\u003cp>\u003cstrong>4. Strategies to Boost Student Interest\u003c/strong>\u003c/p>\n\u003cp>Students are more motivated by their schoolwork when it is interesting. \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">Offering students choice\u003c/a> is a common way of building interest, along with the quality and relevance of learning materials.\u003c/p>\n\u003cp>Teachers may also allow students to negotiate twists on a task that makes it more interesting to them, while still working toward the learning outcomes of the lesson.\u003c/p>\n\u003cp>But not every learning goal will naturally pique students’ interests, a fact worth acknowledging openly. Ask students to reflect on tasks they find uninteresting in their learning journal to help them identify patterns in these moments and to react in a positive way. The journal entries are also great feedback for the teacher on how to make content more engaging for students.\u003c/p>\n\u003cp>\u003cstrong>5. Strategies to Handle Negative Emotions\u003c/strong>\u003c/p>\n\u003cp>At the start of the school year, I discuss with my students how different moods and emotions help or hurt learning. I’ve found students often aren’t aware of how much their \u003ca href=\"https://www.kqed.org/mindshift/47616/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings\" target=\"_blank\" rel=\"noopener\">emotions affect their schoolwork\u003c/a>. Then, I ask students to create a positive \"mantra\" they can refer back to if feeling unmotivated or anxious.\u003c/p>\n\u003cp>Teachers can also prompt students to reflect on their moods when evaluating how they are progressing toward their goals, and note these observations in their learning journals. For example, a student might write: \"I didn't learn much new vocabulary this week. I was feeling angry and I couldn't focus.\" Once the teacher knows what’s going on in the emotional lives of students it’s easier to offer targeted advice on strategies to ensure learning continues, even when a student is in a heightened emotional state.\u003c/p>\n\u003cp>\u003cstrong>6. Strategies to Build Positive Learning Environments\u003c/strong>\u003c/p>\n\u003cp>Ask students to respond to the questions: Who do I work well with? Who don’t I work well with? Why? This helps students to evaluate the social dynamics of their classroom context. A target output might be something like: \"Harriet’s a great friend, but when we are put in a group together we just end up chatting about Riverdale instead of the work.\" As a teacher, you can also use this information to make groups that collaborate well and work effectively toward common goals.\u003c/p>\n\u003cp>Creating a positive learning environment — one in which students are free to express themselves, make mistakes and effectively self-reflect — will allow the environment to be an effective place for learning.\u003c/p>\n\u003cp>\u003cstrong>7. Visualizing the future\u003c/strong>\u003c/p>\n\u003cp>According to Dörnyei, motivation for learning is partly informed by two potential future versions of yourself — the ideal self of your future, and the self that you feel you ought to become. Asking students to map these out in as much detail as possible, and discussing them (what does your ideal self look like? At minimum, what do you feel like your future self should look like?) can be very helpful in bringing this background process into the light. Discussing these selves can also be a fun activity to start off the year, with students getting down to very specific details of what their future selves eat (my ideal self eats a lot more vegetables than I currently do!), where they live, and do for fun.\u003c/p>\n\u003cp>Refer back to these selves throughout the year to have students track their own progress, and in the process break down long-term motivational goals into shorter ones. This is especially necessary for younger learners who often have trouble visualizing life after school.\u003c/p>\n\u003cp>It’s also important to allow students, in the process of reflecting on these future selves, the ability to think about what they can do if they're not meeting the benchmarks on the road to either who they want to be or feel they should be. Reinforcing the idea that it is never too late to get back on track can help prevent students from feeling they've set unattainable goals for themselves.\u003c/p>\n\u003cp>While it may be difficult to reach every student with every one of the strategies mentioned above, all we can do as educators is to consistently try. All these strategies are ways to help students develop their ability to consciously recognize and mindfully react to their learning experiences. Strategies like these help students to make progress toward being lifelong learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53937/seven-strategies-to-keep-students-motivated-all-year-long","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21074","mindshift_1040","mindshift_815","mindshift_20790","mindshift_20557","mindshift_21288"],"featImg":"mindshift_53948","label":"mindshift"},"mindshift_51314":{"type":"posts","id":"mindshift_51314","meta":{"index":"posts_1591205157","site":"mindshift","id":"51314","score":null,"sort":[1527868389000]},"guestAuthors":[],"slug":"lets-stop-talking-about-the-30-million-word-gap","title":"Let's Stop Talking About The '30 Million Word Gap'","publishDate":1527868389,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Did you know that kids growing up in poverty hear 30 million fewer words by age 3? Chances are, if you're the type of person who reads \u003ca href=\"https://www.nytimes.com/2012/10/07/nyregion/for-poor-schoolchildren-a-poverty-of-words.html\">a newspaper \u003c/a>or listens to NPR, you've \u003ca href=\"https://www.npr.org/2013/12/29/257922222/closing-the-word-gap-between-rich-and-poor\" target=\"_blank\" rel=\"noopener\">heard \u003c/a>that statistic \u003ca href=\"https://www.npr.org/2014/03/17/289799002/efforts-to-close-the-achievement-gap-in-kids-start-at-home\" target=\"_blank\" rel=\"noopener\">before\u003c/a>\u003ca href=\"https://www.npr.org/sections/ed/2015/09/14/437515492/the-surgeon-who-became-an-activist-for-baby-talk\" target=\"_blank\" rel=\"noopener\">.\u003c/a>\u003c/p>\n\u003cp>Since 1992 this finding has, with unusual power, shaped the way educators, parents and policymakers think about educating poor children.\u003c/p>\n\u003cp>But did you know that the number comes from just one study, begun almost 40 years ago, with just 42 families? That some people argue it contained a built-in racial bias? Or that others, including the authors of a brand-new study that calls itself a \"failed replication,\" say it's just wrong?\u003c/p>\n\u003cp>NPR talked to eight researchers on all sides to explore this controversy. All of them say they share the goal of helping poor kids achieve their highest potential in school.\u003c/p>\n\u003cp>But on the issue of how to define either the problem, or the solution, there are, well, very big gaps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With all that in mind, here are six things to know about the 30 million word gap.\u003c/p>\n\u003cp>\u003cstrong>1.\u003c/strong>\u003cstrong> The original study had just 42 families. \u003c/strong>\u003c/p>\n\u003cp>During the \u003ca href=\"https://www.npr.org/series/306866080/war-on-poverty-50-years-later\">War on Poverty\u003c/a> in the 1960s, Betty Hart, a former preschool teacher, entered graduate school in child psychology at the University of Kansas, working with Todd Risley as her advisor.\u003c/p>\n\u003cp>The two began their research with preschool students in the low-income Juniper Gardens section of Kansas City, explains Dale Walker, who counts Hart as a colleague and mentor. \"They definitely worked out of their personal concern and experience with young children.\"\u003c/p>\n\u003cp>Seeing differences already present between poor and middle-class children by the age of 3, Hart and Risley decided they had to look for roots even earlier in children's lives.\u003c/p>\n\u003cp>Beginning in 1982, they followed up on birth announcements in the newspaper to recruit families with infants as research subjects.\u003c/p>\n\u003cp>They eventually chose 42 families at four levels of income and education, from \"welfare\" to \"professional class.\" All of the \"welfare\" families, and 7 out of 10 of the \"working class\" families were black, while 9 out of 10 of the \"professional\" families were white — this will be important later.\u003c/p>\n\u003cp>Starting when the babies were 7 to 9 months old, the researchers visited each house for one hour, once a month, for two-and-a-half years. They showed up generally in the late afternoon, with a cassette recorder, a clipboard, and a stopwatch, and tried to fade into the background. They were there to record the number of words spoken around the children, as well as the quality and types of interaction (for example, a question versus a command), and the growth in words produced by the children themselves.\u003c/p>\n\u003cp>\u003cstrong>2. The study's been cited over 8,000 times. \u003c/strong>\u003c/p>\n\u003cp>After 1,200 hours of recordings were collected, the real work began. Transcribing and checking each moment, with their elaborate system of coding, took 16 hours for every hour of tape, Dale Walker explains.\u003c/p>\n\u003cp>Hart and Risley's study wasn't published until 1992, while\u003ca href=\"http://psycnet.apa.org/record/1995-98021-000\" target=\"_blank\" rel=\"noopener\"> their book,\u003c/a> \u003cem>Meaningful Differences In The Everyday Experience of Young American Children, \u003c/em>came out in 1995.\u003c/p>\n\u003cp>From there, it really caught fire. These findings have been cited more than 8,000 times, according to Google Scholar. The book remains one of its publisher's bestsellers more than 20 years later. There is a national research network of over 150 scholars aligned with Hart and Risley and focusing on young children's home environment.\u003c/p>\n\u003cp>And the impact of this work spread far beyond the ivory tower. \"It's had enormous policy implications,\" says Kathy Hirsh-Pasek, a developmental psychologist at Temple University and a senior fellow at the Brookings Institution.\u003c/p>\n\u003cp>Something about that figure, 30 million words, held people's attention. Not only was it big, it seemed actionable.\u003c/p>\n\u003cp>Speech — unlike books or housing or health care — is free. If we could somehow get poor parents to speak to their children more, could it make a huge difference in fixing stubborn inequities in society?\u003c/p>\n\u003cp>The \"word gap\" drove expanded federal investments in Head Start and Early Head Start. Hart and Risley's work inspired early-intervention programs, including the citywide effort Providence Talks in Rhode Island, the Boston-based Reach Out and Read and the Clinton Foundation's \"Too Small To Fail.\"\u003c/p>\n\u003cp>Both researchers are now deceased. But in Kansas City where it all began, Dale Walker and others work on research and interventions at the Juniper Gardens Children's Project.\u003c/p>\n\u003cp>\u003cstrong>3. Thirty million words is probably an exaggeration. Maybe the gap is 4 million. Maybe it's even smaller.\u003c/strong>\u003c/p>\n\u003cp>That eye-popping figure is one of the reasons the study's been so sticky over time. But newer studies have found very different numbers.\u003c/p>\n\u003cp>Since Hart and Risley's study was published, critics have taken issue with how the data was collected and interpreted.\u003c/p>\n\u003cp>\"Their study is commendable in many ways, but they just got it wrong,\" says Paul Nation, an expert in vocabulary acquisition at Victoria University of Wellington, New Zealand.\u003c/p>\n\u003cp>Nation primarily takes issue with the idea that you can estimate vocabulary growth from small samples of speech, particularly when the samples don't contain the same number of words.\u003c/p>\n\u003cp>He is one of many to have pointed out that the low-income families in their sample may have been intimidated into silence by the presence of a researcher, especially someone of another race. Educated parents, though, might be more likely to show off by talking more when an observer is present.\u003c/p>\n\u003cp>Modern technology can get around this observer effect. A nonprofit called LENA manufactures a tiny digital recording device that can be worn by children as young as 2 months old. Software then estimates speech and turn-taking.\u003c/p>\n\u003cp>While not invisible, it's a lot less intrusive than having a person sitting in the room. Directly inspired by Hart and Risley, LENA is used in school-based and home-based interventions dedicated to closing the word gap in more than 20 states.\u003c/p>\n\u003cp>Using LENA, scientists published a \u003ca href=\"https://ajslp.pubs.asha.org/article.aspx?articleid=2621817\" target=\"_blank\" rel=\"noopener\">near-replication \u003c/a>of the Hart and Risley study in 2017, only this study had 329 families, nearly 8 times more, and 49,765 hours of recording, from children 2 months to age 4.\u003c/p>\n\u003cp>Their conclusion? The \"word gap\" between high-income and low-income groups was about 4 million by the time the children turned 4, not 30 million by age 3. Only if you compared the most talkative 2 percent with quietest 2 percent of families did you get a gap nearly as wide as Hart and Risley's, says LENA's senior director of research, Dr. Jill Gilkerson.\u003c/p>\n\u003cp>Another \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13072\" target=\"_blank\" rel=\"noopener\">just-published study\u003c/a> calls itself a \"failed replication\" of Hart and Risley.\u003c/p>\n\u003cp>The researchers analyzed field recordings from five different poor and working-class communities. They found that the amount of speech children heard varied from one place to another.\u003c/p>\n\u003cp>The lowest-income children recorded in South Baltimore heard 1.7 times as many words per hour as did Hart and Risley's \"welfare\" group. And in the \"Black Belt,\" an area in rural Alabama, poor children heard three times as many words as Hart and Risley's \"welfare\" group.\u003c/p>\n\u003cp>The wide variation \"unsettles the notion that income alone determines how many words children hear,\" lead author Douglas Sperry tells NPR.\u003c/p>\n\u003cp>\u003cstrong>4. Some people take issue with the whole idea of a \"gap.\"\u003c/strong>\u003c/p>\n\u003cp>Sperry and his coauthors fall into a camp that criticizes the \"word gap\" concept as racially and culturally loaded in a way that ultimately hurts the children they're ostensibly trying to help.\u003c/p>\n\u003cp>\"To look at income alone obscures real questions about the cultural mismatch between children of color and mainstream European children and their teachers as they enter schools,\" says Sperry. In other words, it's not necessarily that poor children aren't ready for school; it's that schools and teachers are not ready for these children.\u003c/p>\n\u003cp>Marjorie Faulstich Orellana, a professor of education at UCLA, has called attention to the \"word wealth\" experienced by children who grow up learning a different language or even a different dialect than the dominant standard English spoken in school. This would describe not only recent immigrants, but anyone whose background isn't white, educated and middle- or upper-class. When they get to school, they must learn to \"code switch\" between two ways of speaking.\u003c/p>\n\u003cp>She doesn't disagree that \"there's variation in how much adults speak to children,\" but, she tells NPR, there shouldn't necessarily be a value judgment placed on that.\u003c/p>\n\u003cp>\"Should adults direct lots of questions to children in ways that prepare them to answer questions in school?\" she asks, calling that a \"middle-class, mostly white practice.\"\u003c/p>\n\u003cp>\"There are other values, like using language to entertain or connect, rather than just have children perform their knowledge. How do we honor different families rather than have families change their values to align with school?\"\u003c/p>\n\u003cp>Similarly, Sofia Bahena, an education professor at the University of Texas at San Antonio, says talking about \"word gaps,\" like \"achievement gaps,\" is an example of what she calls deficit thinking.\u003c/p>\n\u003cp>\"We can talk about differences without resorting to deficit language by being mindful and respectful of those we are speaking or researching about,\" she explains. \"We can shift the question from, 'how can we fix these students?' to, 'how can we best serve them?' It doesn't mean we don't speak hard truths. But it does mean we try to ask more critical questions to have a deeper understanding of the issues.\"\u003c/p>\n\u003cp>Jennifer Keys Adair at the University of Texas at Austin \u003ca href=\"http://hepgjournals.org/doi/10.17763/1943-5045-87.3.309?code=hepg-site\" target=\"_blank\" rel=\"noopener\">published a study\u003c/a> last year of how the \"word gap\" rubber is meeting the road of schools.\u003c/p>\n\u003cp>She and her co-authors spoke with nearly 200 superintendents, administrators, teachers, parents and young children in mostly Spanish-speaking immigrant communities. The educators expressed the belief that the children in grades pre-K through third in this community could not handle learner-centered, project-based, hands-on learning because their vocabulary was too limited. And, the children in the study themselves echoed the belief that they needed to sit quietly and listen in order to learn.\u003c/p>\n\u003cp>Adair says the \"word gap\" has become a kind of code word. \"We can say 'vocabulary.' We're not going to say \"poor\" and we're not going to use 'race' but it's still a marker.\"\u003c/p>\n\u003cp>\u003cstrong>5. The underlying desire to help kids is still pretty compelling, though.\u003c/strong>\u003c/p>\n\u003cp>Walker says that Hart and Risley were happy to engage with their critics. \"They valued that input and the give and take.\" But, she says, they were sometimes \"dismayed\" at misinterpretations of their research, such as if people took ideas about the importance of an early start as justification for not trying to improve student outcomes later on in school.\u003c/p>\n\u003cp>Some boosters agree with critics that the \"word gap\" may need a reframing.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, with her longtime collaborator Roberta Michnick Golinkoff and other researchers, wrote a scholarly critique of the Sperry, Sperry and Miller study for the\u003ca href=\"https://www.brookings.edu/blog/education-plus-development/2018/05/21/defending-the-30-million-word-gap-disadvantaged-children-dont-hear-enough-child-directed-words/\" target=\"_blank\" rel=\"noopener\"> Brookings Institution\u003c/a>.\u003c/p>\n\u003cp>\"I am worried,\" Hirsh-Pasek tells NPR, that downplaying the word gap will have \"dangerous\" consequences. \"Whenever you send out a message that, 'hey, this doesn't matter,' the policymakers are listening and say, 'hey, that's great, we can divert the money.' \"\u003c/p>\n\u003cp>Sperry's measures included \"bystander talk\" by multiple people in the room, including older siblings and other relatives. So did the LENA study. Hirsh-Pasek says the psychological research is clear that it's the \"dance\" of interaction between caregiver and child that is crucial to learning speech.\u003c/p>\n\u003cp>While this point is fairly settled among developmental psychologists, anthropologists may dissent, says Douglas Sperry. In some cultures around the world, he notes, such as the Mayans in Central America, addressing young children directly is uncommon, yet people still learn to talk.\u003c/p>\n\u003cp>Hirsh-Pasek does agree with the critics that framing the issue as a deficit is wrong. \"I'm so sorry that the 30 million word gap was framed as a gap,\" she says. \"I like to talk about it as building a foundation rather than reducing a gap.\"\u003c/p>\n\u003cp>But, she adds, the sheer volume of conversation directed at children, not just spoken in their presence, is fundamental to language learning and later success in school. All the cultural variation in the world \"doesn't negate the fact that when you look at the averages, there is a problem here.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And what's most important, says Hirsh-Pasek, is that interventions inspired by Hart and Risley are \u003ca href=\"https://www.cambridge.org/core/journals/journal-of-child-language/article/parentdirected-language-intervention-for-children-of-low-socioeconomic-status-a-randomized-controlled-pilot-study/C6707146A62899FA2834C85D77997418\" target=\"_blank\" rel=\"noopener\">nudging parents in the right direction\u003c/a>. \"We have made changes and movement in kids. In whole communities.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Let%27s+Stop+Talking+About+The+%2730+Million+Word+Gap%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"It's one of the most famous studies ever done on kids. It's often cited as a reason children from poor families struggle in school. But it may be neither 30 million words, nor exactly a gap.","status":"publish","parent":0,"modified":1527868389,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":60,"wordCount":2133},"headData":{"title":"Let's Stop Talking About The '30 Million Word Gap' | KQED","description":"It's one of the most famous studies ever done on kids. It's often cited as a reason children from poor families struggle in school. But it may be neither 30 million words, nor exactly a gap.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Let's Stop Talking About The '30 Million Word Gap'","datePublished":"2018-06-01T15:53:09.000Z","dateModified":"2018-06-01T15:53:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51314 https://ww2.kqed.org/mindshift/?p=51314","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/01/lets-stop-talking-about-the-30-million-word-gap/","disqusTitle":"Let's Stop Talking About The '30 Million Word Gap'","nprImageCredit":"Chelsea Beck","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"615188051","nprApiLink":"http://api.npr.org/query?id=615188051&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/06/01/615188051/lets-stop-talking-about-the-30-million-word-gap?ft=nprml&f=615188051","nprRetrievedStory":"1","nprPubDate":"Fri, 01 Jun 2018 09:47:00 -0400","nprStoryDate":"Fri, 01 Jun 2018 06:00:00 -0400","nprLastModifiedDate":"Fri, 01 Jun 2018 09:47:33 -0400","path":"/mindshift/51314/lets-stop-talking-about-the-30-million-word-gap","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Did you know that kids growing up in poverty hear 30 million fewer words by age 3? Chances are, if you're the type of person who reads \u003ca href=\"https://www.nytimes.com/2012/10/07/nyregion/for-poor-schoolchildren-a-poverty-of-words.html\">a newspaper \u003c/a>or listens to NPR, you've \u003ca href=\"https://www.npr.org/2013/12/29/257922222/closing-the-word-gap-between-rich-and-poor\" target=\"_blank\" rel=\"noopener\">heard \u003c/a>that statistic \u003ca href=\"https://www.npr.org/2014/03/17/289799002/efforts-to-close-the-achievement-gap-in-kids-start-at-home\" target=\"_blank\" rel=\"noopener\">before\u003c/a>\u003ca href=\"https://www.npr.org/sections/ed/2015/09/14/437515492/the-surgeon-who-became-an-activist-for-baby-talk\" target=\"_blank\" rel=\"noopener\">.\u003c/a>\u003c/p>\n\u003cp>Since 1992 this finding has, with unusual power, shaped the way educators, parents and policymakers think about educating poor children.\u003c/p>\n\u003cp>But did you know that the number comes from just one study, begun almost 40 years ago, with just 42 families? That some people argue it contained a built-in racial bias? Or that others, including the authors of a brand-new study that calls itself a \"failed replication,\" say it's just wrong?\u003c/p>\n\u003cp>NPR talked to eight researchers on all sides to explore this controversy. All of them say they share the goal of helping poor kids achieve their highest potential in school.\u003c/p>\n\u003cp>But on the issue of how to define either the problem, or the solution, there are, well, very big gaps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With all that in mind, here are six things to know about the 30 million word gap.\u003c/p>\n\u003cp>\u003cstrong>1.\u003c/strong>\u003cstrong> The original study had just 42 families. \u003c/strong>\u003c/p>\n\u003cp>During the \u003ca href=\"https://www.npr.org/series/306866080/war-on-poverty-50-years-later\">War on Poverty\u003c/a> in the 1960s, Betty Hart, a former preschool teacher, entered graduate school in child psychology at the University of Kansas, working with Todd Risley as her advisor.\u003c/p>\n\u003cp>The two began their research with preschool students in the low-income Juniper Gardens section of Kansas City, explains Dale Walker, who counts Hart as a colleague and mentor. \"They definitely worked out of their personal concern and experience with young children.\"\u003c/p>\n\u003cp>Seeing differences already present between poor and middle-class children by the age of 3, Hart and Risley decided they had to look for roots even earlier in children's lives.\u003c/p>\n\u003cp>Beginning in 1982, they followed up on birth announcements in the newspaper to recruit families with infants as research subjects.\u003c/p>\n\u003cp>They eventually chose 42 families at four levels of income and education, from \"welfare\" to \"professional class.\" All of the \"welfare\" families, and 7 out of 10 of the \"working class\" families were black, while 9 out of 10 of the \"professional\" families were white — this will be important later.\u003c/p>\n\u003cp>Starting when the babies were 7 to 9 months old, the researchers visited each house for one hour, once a month, for two-and-a-half years. They showed up generally in the late afternoon, with a cassette recorder, a clipboard, and a stopwatch, and tried to fade into the background. They were there to record the number of words spoken around the children, as well as the quality and types of interaction (for example, a question versus a command), and the growth in words produced by the children themselves.\u003c/p>\n\u003cp>\u003cstrong>2. The study's been cited over 8,000 times. \u003c/strong>\u003c/p>\n\u003cp>After 1,200 hours of recordings were collected, the real work began. Transcribing and checking each moment, with their elaborate system of coding, took 16 hours for every hour of tape, Dale Walker explains.\u003c/p>\n\u003cp>Hart and Risley's study wasn't published until 1992, while\u003ca href=\"http://psycnet.apa.org/record/1995-98021-000\" target=\"_blank\" rel=\"noopener\"> their book,\u003c/a> \u003cem>Meaningful Differences In The Everyday Experience of Young American Children, \u003c/em>came out in 1995.\u003c/p>\n\u003cp>From there, it really caught fire. These findings have been cited more than 8,000 times, according to Google Scholar. The book remains one of its publisher's bestsellers more than 20 years later. There is a national research network of over 150 scholars aligned with Hart and Risley and focusing on young children's home environment.\u003c/p>\n\u003cp>And the impact of this work spread far beyond the ivory tower. \"It's had enormous policy implications,\" says Kathy Hirsh-Pasek, a developmental psychologist at Temple University and a senior fellow at the Brookings Institution.\u003c/p>\n\u003cp>Something about that figure, 30 million words, held people's attention. Not only was it big, it seemed actionable.\u003c/p>\n\u003cp>Speech — unlike books or housing or health care — is free. If we could somehow get poor parents to speak to their children more, could it make a huge difference in fixing stubborn inequities in society?\u003c/p>\n\u003cp>The \"word gap\" drove expanded federal investments in Head Start and Early Head Start. Hart and Risley's work inspired early-intervention programs, including the citywide effort Providence Talks in Rhode Island, the Boston-based Reach Out and Read and the Clinton Foundation's \"Too Small To Fail.\"\u003c/p>\n\u003cp>Both researchers are now deceased. But in Kansas City where it all began, Dale Walker and others work on research and interventions at the Juniper Gardens Children's Project.\u003c/p>\n\u003cp>\u003cstrong>3. Thirty million words is probably an exaggeration. Maybe the gap is 4 million. Maybe it's even smaller.\u003c/strong>\u003c/p>\n\u003cp>That eye-popping figure is one of the reasons the study's been so sticky over time. But newer studies have found very different numbers.\u003c/p>\n\u003cp>Since Hart and Risley's study was published, critics have taken issue with how the data was collected and interpreted.\u003c/p>\n\u003cp>\"Their study is commendable in many ways, but they just got it wrong,\" says Paul Nation, an expert in vocabulary acquisition at Victoria University of Wellington, New Zealand.\u003c/p>\n\u003cp>Nation primarily takes issue with the idea that you can estimate vocabulary growth from small samples of speech, particularly when the samples don't contain the same number of words.\u003c/p>\n\u003cp>He is one of many to have pointed out that the low-income families in their sample may have been intimidated into silence by the presence of a researcher, especially someone of another race. Educated parents, though, might be more likely to show off by talking more when an observer is present.\u003c/p>\n\u003cp>Modern technology can get around this observer effect. A nonprofit called LENA manufactures a tiny digital recording device that can be worn by children as young as 2 months old. Software then estimates speech and turn-taking.\u003c/p>\n\u003cp>While not invisible, it's a lot less intrusive than having a person sitting in the room. Directly inspired by Hart and Risley, LENA is used in school-based and home-based interventions dedicated to closing the word gap in more than 20 states.\u003c/p>\n\u003cp>Using LENA, scientists published a \u003ca href=\"https://ajslp.pubs.asha.org/article.aspx?articleid=2621817\" target=\"_blank\" rel=\"noopener\">near-replication \u003c/a>of the Hart and Risley study in 2017, only this study had 329 families, nearly 8 times more, and 49,765 hours of recording, from children 2 months to age 4.\u003c/p>\n\u003cp>Their conclusion? The \"word gap\" between high-income and low-income groups was about 4 million by the time the children turned 4, not 30 million by age 3. Only if you compared the most talkative 2 percent with quietest 2 percent of families did you get a gap nearly as wide as Hart and Risley's, says LENA's senior director of research, Dr. Jill Gilkerson.\u003c/p>\n\u003cp>Another \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13072\" target=\"_blank\" rel=\"noopener\">just-published study\u003c/a> calls itself a \"failed replication\" of Hart and Risley.\u003c/p>\n\u003cp>The researchers analyzed field recordings from five different poor and working-class communities. They found that the amount of speech children heard varied from one place to another.\u003c/p>\n\u003cp>The lowest-income children recorded in South Baltimore heard 1.7 times as many words per hour as did Hart and Risley's \"welfare\" group. And in the \"Black Belt,\" an area in rural Alabama, poor children heard three times as many words as Hart and Risley's \"welfare\" group.\u003c/p>\n\u003cp>The wide variation \"unsettles the notion that income alone determines how many words children hear,\" lead author Douglas Sperry tells NPR.\u003c/p>\n\u003cp>\u003cstrong>4. Some people take issue with the whole idea of a \"gap.\"\u003c/strong>\u003c/p>\n\u003cp>Sperry and his coauthors fall into a camp that criticizes the \"word gap\" concept as racially and culturally loaded in a way that ultimately hurts the children they're ostensibly trying to help.\u003c/p>\n\u003cp>\"To look at income alone obscures real questions about the cultural mismatch between children of color and mainstream European children and their teachers as they enter schools,\" says Sperry. In other words, it's not necessarily that poor children aren't ready for school; it's that schools and teachers are not ready for these children.\u003c/p>\n\u003cp>Marjorie Faulstich Orellana, a professor of education at UCLA, has called attention to the \"word wealth\" experienced by children who grow up learning a different language or even a different dialect than the dominant standard English spoken in school. This would describe not only recent immigrants, but anyone whose background isn't white, educated and middle- or upper-class. When they get to school, they must learn to \"code switch\" between two ways of speaking.\u003c/p>\n\u003cp>She doesn't disagree that \"there's variation in how much adults speak to children,\" but, she tells NPR, there shouldn't necessarily be a value judgment placed on that.\u003c/p>\n\u003cp>\"Should adults direct lots of questions to children in ways that prepare them to answer questions in school?\" she asks, calling that a \"middle-class, mostly white practice.\"\u003c/p>\n\u003cp>\"There are other values, like using language to entertain or connect, rather than just have children perform their knowledge. How do we honor different families rather than have families change their values to align with school?\"\u003c/p>\n\u003cp>Similarly, Sofia Bahena, an education professor at the University of Texas at San Antonio, says talking about \"word gaps,\" like \"achievement gaps,\" is an example of what she calls deficit thinking.\u003c/p>\n\u003cp>\"We can talk about differences without resorting to deficit language by being mindful and respectful of those we are speaking or researching about,\" she explains. \"We can shift the question from, 'how can we fix these students?' to, 'how can we best serve them?' It doesn't mean we don't speak hard truths. But it does mean we try to ask more critical questions to have a deeper understanding of the issues.\"\u003c/p>\n\u003cp>Jennifer Keys Adair at the University of Texas at Austin \u003ca href=\"http://hepgjournals.org/doi/10.17763/1943-5045-87.3.309?code=hepg-site\" target=\"_blank\" rel=\"noopener\">published a study\u003c/a> last year of how the \"word gap\" rubber is meeting the road of schools.\u003c/p>\n\u003cp>She and her co-authors spoke with nearly 200 superintendents, administrators, teachers, parents and young children in mostly Spanish-speaking immigrant communities. The educators expressed the belief that the children in grades pre-K through third in this community could not handle learner-centered, project-based, hands-on learning because their vocabulary was too limited. And, the children in the study themselves echoed the belief that they needed to sit quietly and listen in order to learn.\u003c/p>\n\u003cp>Adair says the \"word gap\" has become a kind of code word. \"We can say 'vocabulary.' We're not going to say \"poor\" and we're not going to use 'race' but it's still a marker.\"\u003c/p>\n\u003cp>\u003cstrong>5. The underlying desire to help kids is still pretty compelling, though.\u003c/strong>\u003c/p>\n\u003cp>Walker says that Hart and Risley were happy to engage with their critics. \"They valued that input and the give and take.\" But, she says, they were sometimes \"dismayed\" at misinterpretations of their research, such as if people took ideas about the importance of an early start as justification for not trying to improve student outcomes later on in school.\u003c/p>\n\u003cp>Some boosters agree with critics that the \"word gap\" may need a reframing.\u003c/p>\n\u003cp>Kathy Hirsh-Pasek, with her longtime collaborator Roberta Michnick Golinkoff and other researchers, wrote a scholarly critique of the Sperry, Sperry and Miller study for the\u003ca href=\"https://www.brookings.edu/blog/education-plus-development/2018/05/21/defending-the-30-million-word-gap-disadvantaged-children-dont-hear-enough-child-directed-words/\" target=\"_blank\" rel=\"noopener\"> Brookings Institution\u003c/a>.\u003c/p>\n\u003cp>\"I am worried,\" Hirsh-Pasek tells NPR, that downplaying the word gap will have \"dangerous\" consequences. \"Whenever you send out a message that, 'hey, this doesn't matter,' the policymakers are listening and say, 'hey, that's great, we can divert the money.' \"\u003c/p>\n\u003cp>Sperry's measures included \"bystander talk\" by multiple people in the room, including older siblings and other relatives. So did the LENA study. Hirsh-Pasek says the psychological research is clear that it's the \"dance\" of interaction between caregiver and child that is crucial to learning speech.\u003c/p>\n\u003cp>While this point is fairly settled among developmental psychologists, anthropologists may dissent, says Douglas Sperry. In some cultures around the world, he notes, such as the Mayans in Central America, addressing young children directly is uncommon, yet people still learn to talk.\u003c/p>\n\u003cp>Hirsh-Pasek does agree with the critics that framing the issue as a deficit is wrong. \"I'm so sorry that the 30 million word gap was framed as a gap,\" she says. \"I like to talk about it as building a foundation rather than reducing a gap.\"\u003c/p>\n\u003cp>But, she adds, the sheer volume of conversation directed at children, not just spoken in their presence, is fundamental to language learning and later success in school. All the cultural variation in the world \"doesn't negate the fact that when you look at the averages, there is a problem here.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And what's most important, says Hirsh-Pasek, is that interventions inspired by Hart and Risley are \u003ca href=\"https://www.cambridge.org/core/journals/journal-of-child-language/article/parentdirected-language-intervention-for-children-of-low-socioeconomic-status-a-randomized-controlled-pilot-study/C6707146A62899FA2834C85D77997418\" target=\"_blank\" rel=\"noopener\">nudging parents in the right direction\u003c/a>. \"We have made changes and movement in kids. In whole communities.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Let%27s+Stop+Talking+About+The+%2730+Million+Word+Gap%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51314/lets-stop-talking-about-the-30-million-word-gap","authors":["byline_mindshift_51314"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_815","mindshift_20927"],"featImg":"mindshift_51315","label":"mindshift"},"mindshift_48842":{"type":"posts","id":"mindshift_48842","meta":{"index":"posts_1591205157","site":"mindshift","id":"48842","score":null,"sort":[1502431916000]},"guestAuthors":[],"slug":"language-and-communication-skills-that-make-all-the-difference-for-kindergarten","title":"Language and Communication Skills That Make all the Difference for Kindergarten","publishDate":1502431916,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” teacher at Oak Grove Primary School in Hattiesburg, Mississippi. \u003c/em>\u003c/p>\n\u003cp>Promoting good oral language and communication skills is perhaps the most important thing parents, caregivers and educators can do to prepare children to enter kindergarten.\u003c/p>\n\u003cp>Having just completed my 17th year of teaching at Oak Grove Primary School in Hattiesburg, Mississippi, with over 800 students in kindergarten and first grade, I see children daily who have been exposed to models of good oral language.\u003c/p>\n\u003cp>Sadly, I also see many who have not had these models and enter kindergarten at a disadvantage.\u003c/p>\n\u003cp>Just like any other skill, learning to talk requires frequent practice. That’s why it’s essential that family members and others who interact with a child on a daily basis do all that is possible to encourage oral language. These everyday moments spent with your child are valuable opportunities for increasing these skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By age 3, a child with typically developing language skills should be comfortable verbally answering common questions and shouldn’t be accustomed to communicating only with a head nod or gesture.\u003c/p>\n\u003cp>Since children learn oral language by following the model of adults they hear speaking around them, they will often repeat incorrect grammar or mispronounced words. That is why it’s important to reinforce good speaking habits by setting an example with the use of expression, vocabulary and correct grammar.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.handyhandouts.com/viewHandout.aspx?hh_number=120\">\u003cem>Promoting Oral Language Development in Young Children\u003c/em>\u003c/a>, Audrey Prince details several strategies.\u003c/p>\n\u003cp>First, she stresses the importance of talking to the child. There are many ways to initiate a conversation. The easiest is to ask questions about the activities of the day.\u003c/p>\n\u003cp>Parents, caregivers and educators need to to ask questions that require more than just a one-word answer, to give children the opportunity to respond with a phrase or group of phrases. They can expand the conversations by asking children to elaborate on answers. Talking to children not only develops conversation skills, it also teaches important vocabulary that can be used in daily life. Second, Prince emphasizes the importance of getting close and showing children that adults are truly listening by responding to what was said.\u003c/p>\n\u003cp>Being in close proximity to the children is beneficial so they can see facial expressions and establish eye contact. If children see adults reacting and showing interest in what was said, they will be more likely to continue communicating in this way.\u003c/p>\n\u003cp>Oral language involves more than just speaking. As a “looping” teacher who stays with the same group of students for two school years, kindergarten and first grade, I have seen firsthand how much children learn and grow in oral language development during the beginning of their educational journey. Listening comprehension, vocabulary and phonological knowledge are essential components in this development.\u003c/p>\n\u003cp>Listening skills can be improved over time by providing children with lots of opportunities to practice. It is important that adults model good listening, ensure they have children’s attention, lower their voices, speak slowly and be very clear in what is being communicated.\u003c/p>\n\u003cp>The more words a child has in his vocabulary, the more he is able to comprehend what he is reading or hearing. Children begin hearing and understanding words long before they actually verbalize them. Exposure to a variety of words and helping children understand what they mean can play a vital role in vocabulary growth.\u003c/p>\n\u003cp>Phonological awareness can be developed by reading books, teaching rhymes, poems and songs, doing activities that help build sound skills, practicing the alphabet by pointing out letters and talking about sounds or using technology that emphasizes the development of phonemic and phonological awareness.\u003c/p>\n\u003cp>Educational apps available for smart phones and tablets such as \u003ca href=\"http://www.readingrockets.org/content/ispy-phonics\">iSpy Phonics\u003c/a> can help children learn about the connection between written and spoken language.*\u003c/p>\n\u003cp>Preschool children who have speech or language disorders may have difficulty learning to read and write when they enter school.\u003c/p>\n\u003cp>Other physical and medical conditions, developmental disorders, poverty, lack of literacy in the home environment and language or literacy disabilities in a child’s family history can also be contributing factors.\u003c/p>\n\u003cp>If a child continues using baby talk past an appropriate age, lacks interest in nursery rhymes or shared book reading, has difficulty understanding simple directions or has difficulty learning or remembering names of letters, he may be at risk.\u003c/p>\n\u003cp>Speech-language pathologists can play an important role in helping to identify these children and provide intervention.\u003c/p>\n\u003cp>Although early intervention is beneficial, it is important to remember that children develop at different rates, and even older children with these and other impairments can gain skills needed to read and write. Parents and other professionals who interact with the child can work to fill in the gaps for those who have missed these earlier opportunities.\u003c/p>\n\u003cp>Laying a firm foundation for literacy through early language skills is a cause that I have become passionate about over the years as I have pursued National Board certification and looked for ways to improve my craft.\u003c/p>\n\u003cp>Parents and educators who help children develop oral language skills can ensure they will achieve success in school and beyond.\u003c/p>\n\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” \u003c/em>\u003cem>teacher at Oak Grove Primary School in Hattiesburg, Mississippi. She recently completed a biennial loop with a group of first graders and joins a group of incoming kindergarteners this fall, which also marks her 18th year of teaching.\u003c/em>\u003c/p>\n\u003cp>\u003cem>*Coming soon: More from Walsh about language apps that work.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cu>our newsletter\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Kids learn oral communication skills by practicing with one another and adults. Based on the work of Audrey Prince, kindergarten teacher Devin Walsh offers several steps that have worked in her classroom. ","status":"publish","parent":0,"modified":1502431916,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":957},"headData":{"title":"Language and Communication Skills That Make all the Difference for Kindergarten | KQED","description":"Kids learn oral communication skills by practicing with one another and adults. Based on the work of Audrey Prince, kindergarten teacher Devin Walsh offers several steps that have worked in her classroom. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Language and Communication Skills That Make all the Difference for Kindergarten","datePublished":"2017-08-11T06:11:56.000Z","dateModified":"2017-08-11T06:11:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48842 https://ww2.kqed.org/mindshift/?p=48842","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/10/language-and-communication-skills-that-make-all-the-difference-for-kindergarten/","disqusTitle":"Language and Communication Skills That Make all the Difference for Kindergarten","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Devin Walsh, The Hechinger Report\u003c/a>","path":"/mindshift/48842/language-and-communication-skills-that-make-all-the-difference-for-kindergarten","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” teacher at Oak Grove Primary School in Hattiesburg, Mississippi. \u003c/em>\u003c/p>\n\u003cp>Promoting good oral language and communication skills is perhaps the most important thing parents, caregivers and educators can do to prepare children to enter kindergarten.\u003c/p>\n\u003cp>Having just completed my 17th year of teaching at Oak Grove Primary School in Hattiesburg, Mississippi, with over 800 students in kindergarten and first grade, I see children daily who have been exposed to models of good oral language.\u003c/p>\n\u003cp>Sadly, I also see many who have not had these models and enter kindergarten at a disadvantage.\u003c/p>\n\u003cp>Just like any other skill, learning to talk requires frequent practice. That’s why it’s essential that family members and others who interact with a child on a daily basis do all that is possible to encourage oral language. These everyday moments spent with your child are valuable opportunities for increasing these skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By age 3, a child with typically developing language skills should be comfortable verbally answering common questions and shouldn’t be accustomed to communicating only with a head nod or gesture.\u003c/p>\n\u003cp>Since children learn oral language by following the model of adults they hear speaking around them, they will often repeat incorrect grammar or mispronounced words. That is why it’s important to reinforce good speaking habits by setting an example with the use of expression, vocabulary and correct grammar.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.handyhandouts.com/viewHandout.aspx?hh_number=120\">\u003cem>Promoting Oral Language Development in Young Children\u003c/em>\u003c/a>, Audrey Prince details several strategies.\u003c/p>\n\u003cp>First, she stresses the importance of talking to the child. There are many ways to initiate a conversation. The easiest is to ask questions about the activities of the day.\u003c/p>\n\u003cp>Parents, caregivers and educators need to to ask questions that require more than just a one-word answer, to give children the opportunity to respond with a phrase or group of phrases. They can expand the conversations by asking children to elaborate on answers. Talking to children not only develops conversation skills, it also teaches important vocabulary that can be used in daily life. Second, Prince emphasizes the importance of getting close and showing children that adults are truly listening by responding to what was said.\u003c/p>\n\u003cp>Being in close proximity to the children is beneficial so they can see facial expressions and establish eye contact. If children see adults reacting and showing interest in what was said, they will be more likely to continue communicating in this way.\u003c/p>\n\u003cp>Oral language involves more than just speaking. As a “looping” teacher who stays with the same group of students for two school years, kindergarten and first grade, I have seen firsthand how much children learn and grow in oral language development during the beginning of their educational journey. Listening comprehension, vocabulary and phonological knowledge are essential components in this development.\u003c/p>\n\u003cp>Listening skills can be improved over time by providing children with lots of opportunities to practice. It is important that adults model good listening, ensure they have children’s attention, lower their voices, speak slowly and be very clear in what is being communicated.\u003c/p>\n\u003cp>The more words a child has in his vocabulary, the more he is able to comprehend what he is reading or hearing. Children begin hearing and understanding words long before they actually verbalize them. Exposure to a variety of words and helping children understand what they mean can play a vital role in vocabulary growth.\u003c/p>\n\u003cp>Phonological awareness can be developed by reading books, teaching rhymes, poems and songs, doing activities that help build sound skills, practicing the alphabet by pointing out letters and talking about sounds or using technology that emphasizes the development of phonemic and phonological awareness.\u003c/p>\n\u003cp>Educational apps available for smart phones and tablets such as \u003ca href=\"http://www.readingrockets.org/content/ispy-phonics\">iSpy Phonics\u003c/a> can help children learn about the connection between written and spoken language.*\u003c/p>\n\u003cp>Preschool children who have speech or language disorders may have difficulty learning to read and write when they enter school.\u003c/p>\n\u003cp>Other physical and medical conditions, developmental disorders, poverty, lack of literacy in the home environment and language or literacy disabilities in a child’s family history can also be contributing factors.\u003c/p>\n\u003cp>If a child continues using baby talk past an appropriate age, lacks interest in nursery rhymes or shared book reading, has difficulty understanding simple directions or has difficulty learning or remembering names of letters, he may be at risk.\u003c/p>\n\u003cp>Speech-language pathologists can play an important role in helping to identify these children and provide intervention.\u003c/p>\n\u003cp>Although early intervention is beneficial, it is important to remember that children develop at different rates, and even older children with these and other impairments can gain skills needed to read and write. Parents and other professionals who interact with the child can work to fill in the gaps for those who have missed these earlier opportunities.\u003c/p>\n\u003cp>Laying a firm foundation for literacy through early language skills is a cause that I have become passionate about over the years as I have pursued National Board certification and looked for ways to improve my craft.\u003c/p>\n\u003cp>Parents and educators who help children develop oral language skills can ensure they will achieve success in school and beyond.\u003c/p>\n\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” \u003c/em>\u003cem>teacher at Oak Grove Primary School in Hattiesburg, Mississippi. She recently completed a biennial loop with a group of first graders and joins a group of incoming kindergarteners this fall, which also marks her 18th year of teaching.\u003c/em>\u003c/p>\n\u003cp>\u003cem>*Coming soon: More from Walsh about language apps that work.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cu>our newsletter\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48842/language-and-communication-skills-that-make-all-the-difference-for-kindergarten","authors":["byline_mindshift_48842"],"categories":["mindshift_193"],"tags":["mindshift_21036","mindshift_20720","mindshift_20784","mindshift_1040","mindshift_310","mindshift_790","mindshift_815","mindshift_21120","mindshift_21121"],"featImg":"mindshift_48847","label":"mindshift"},"mindshift_38865":{"type":"posts","id":"mindshift_38865","meta":{"index":"posts_1591205157","site":"mindshift","id":"38865","score":null,"sort":[1420044763000]},"guestAuthors":[],"slug":"appreciating-slangs-creative-contributions-to-language","title":"Appreciating Slang's Creative Contributions to Language","publishDate":1420044763,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>English professor Anne Curzan makes an unusual request of her students at the University of Michigan — she asks students to teach her two new slang words. While some might cringe at the use of YOLO or hangry in an academic setting, Curzan, who is also a language historian, appreciates the creativity in the words that make their way into the vernacular, and ultimately, the dictionary. In this \u003ca href=\"https://www.ted.com/talks/anne_curzan_what_makes_a_word_real\">TED video\u003c/a>, she explains the role of dictionary editors and how they view language, including slang: \u003c/p>\n\u003cp>\"Dictionaries are a wonderful guide and resource, but there is no objective dictionary authority out there that is the final arbiter about what words mean. If a community of speakers is using a word and knows what it means, it's real. That word might be slangy, that word might be informal, that word might be a word that you think is illogical or unnecessary, but that word that we're using, that word is real.\"\u003c/p>\n\u003cp>https://www.ted.com/talks/anne_curzan_what_makes_a_word_real\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Slang may seem like it has no place in the dictionary, but dictionary editors are listening very closely to the words people use in real life. ","status":"publish","parent":0,"modified":1456261903,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":168},"headData":{"title":"Appreciating Slang's Creative Contributions to Language | KQED","description":"Slang may seem like it has no place in the dictionary, but dictionary editors are listening very closely to the words people use in real life. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Appreciating Slang's Creative Contributions to Language","datePublished":"2014-12-31T16:52:43.000Z","dateModified":"2016-02-23T21:11:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38865 http://blogs.kqed.org/mindshift/?p=38865","disqusUrl":"https://ww2.kqed.org/mindshift/2014/12/31/appreciating-slangs-creative-contributions-to-language/","disqusTitle":"Appreciating Slang's Creative Contributions to Language","path":"/mindshift/38865/appreciating-slangs-creative-contributions-to-language","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>English professor Anne Curzan makes an unusual request of her students at the University of Michigan — she asks students to teach her two new slang words. While some might cringe at the use of YOLO or hangry in an academic setting, Curzan, who is also a language historian, appreciates the creativity in the words that make their way into the vernacular, and ultimately, the dictionary. In this \u003ca href=\"https://www.ted.com/talks/anne_curzan_what_makes_a_word_real\">TED video\u003c/a>, she explains the role of dictionary editors and how they view language, including slang: \u003c/p>\n\u003cp>\"Dictionaries are a wonderful guide and resource, but there is no objective dictionary authority out there that is the final arbiter about what words mean. If a community of speakers is using a word and knows what it means, it's real. That word might be slangy, that word might be informal, that word might be a word that you think is illogical or unnecessary, but that word that we're using, that word is real.\"\u003c/p>\n\u003cp>https://www.ted.com/talks/anne_curzan_what_makes_a_word_real\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38865/appreciating-slangs-creative-contributions-to-language","authors":["4354"],"categories":["mindshift_20579","mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_815","mindshift_20803"],"featImg":"mindshift_38867","label":"mindshift"},"mindshift_28534":{"type":"posts","id":"mindshift_28534","meta":{"index":"posts_1591205157","site":"mindshift","id":"28534","score":null,"sort":[1367514130000]},"guestAuthors":[],"slug":"a-new-role-for-avatars-learning-languages","title":"A New Role for Avatars: Learning Languages","publishDate":1367514130,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28543\" class=\"wp-caption center\" style=\"max-width: 546px\">\u003ca href=\"http://www.flickr.com/photos/philliecasablanca/4789125747/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28543\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg\" alt=\"4789125747_58f0aa40b2_z\" width=\"546\" height=\"292\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg 546w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-320x171.jpg 320w\" sizes=\"(max-width: 546px) 100vw, 546px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most experts agree that the best way to learn a language is \u003ca href=\"http://www.sciencedaily.com/releases/2013/04/130418104203.htm\">by immersing yourself in it. \u003c/a>Now, with more sophisticated technology, another theory around language learning is being tested: the use of avatars to practice speaking.\u003c/p>\n\u003cp>Alongside traditional methods, like listening, repeating, and digital flashcards, created by companies like \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone,\u003c/a> \u003ca href=\"http://livemocha.com/\">Livemocha,\u003c/a> and \u003ca href=\"http://renkara.com/applications-accelastudy.php\">AccelaStudy, \u003c/a>a few tech companies have leveraged the idea that becoming someone else helps to learn a foreign language, especially when speaking it.\u003c/p>\n\u003cp>Companies like \u003ca href=\"http://secondlife.com/?lang=en-US\">Second Life\u003c/a> and \u003ca href=\"http://www.middleburyinteractive.com/\">Middlebury Interactive Languages\u003c/a> both offer digital avatar programs to give language learners a chance to practice their skills in virtual environments. Britain’s \u003ca href=\"http://www.languagelab.com/howitworks/english_city/\">Language Lab\u003c/a> has created “English City” using Second Life, where learners are promised realistic conversations with native English-speaking teachers, also using avatars, in virtual but plausible digital environments, like checking in at the airport, going to an art museum, or giving a presentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school.\"\u003c/strong>\u003c/aside>\n\u003cp>Few studies exist on the effectiveness of avatars for language learning, and just as recently as 2009, \u003ca href=\"http://moodle.bracu.ac.bd/pluginfile.php/2511/mod_resource/content/1/Technologies%20in%20Use%20for%20Second%20Language%20Learning.%20by%20Mike%20Levy.pdf\">a study conducted by Griffith University\u003c/a> on digital technology and second language learning found that “although significant advances have been made recently with chatbots [avatars] for \u003c!--more-->conversation practice... reliable programs of this type are ‘still some way off being a reality.’”\u003c/p>\n\u003cp>That reality is now here - and while Second Life and Language Lab are meant for the language learner at home on her laptop, what about using digital avatars in classroom environments? Some teachers say that language-learning avatars work well for classroom students, if used in a slightly different way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>English teacher Ana Maria Menezes uses web tool \u003ca href=\"http://www.voki.com/\">Voki\u003c/a> with her high school students in Uberlandia, Brazil, and said she has watched them become more comfortable speaking English when it’s not really “them” doing the talking. Voki, a free education web app created by Oddcast, allows students and teachers to create their own talking character - they can be historical figures, animals, or a person that looks just like the user.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Can an Online Game Crack the Code to Language Learning?\u003c/a>]\u003c/p>\n\u003cp>Teachers and students can give their character a voice by using one of three methods: text to speech, recording by microphone, or uploading their own pre-recording audio file. Voki characters can speak in over 25 languages, and 150-plus voices, according to Eric Kiang, Voki’s Product and Marketing Manager.\u003c/p>\n\u003cp>Menezes has students record themselves speaking English, and then has them play it for the class on a computer, using their avatar.\u003c/p>\n\u003cp>“Most of my students were very embarrassed when asked to record their voices while speaking English; many of them had never actually heard themselves using a foreign language,” she said. But students felt more comfortable watching their avatar speak for them. “It has to do with the ‘hiding behind the mask’ effect: when we speak behind a mask, it's as if you're another character, you're safer and less exposed.”\u003c/p>\n\u003cp>Middle and high school Spanish and German teacher José Picardo doubts that using avatars alone causes dramatic improvements in learning a new language. “But I do think that incorporating tools such as Voki into the teaching and learning that goes on in my classroom, and practices such as regular peer-assessment, has had a very positive influence in attainment.” Picardo puts all of his students’ avatars on the departmental blog at Nottingham High School in Nottingham, UK, where they can be used by teachers, parents and students both as a showcase of student work as well as for peer review and assessment.\u003c/p>\n\u003cp>For Menezes, the most important use of digital avatars is the ability to get students doing more speaking outside the classroom. “Years ago, it was unthinkable to assign speaking homework to EFL or ESL students; all we could expect from them at home was to complete written exercises or write texts. Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school. Using an avatar for both for listening and for speaking purposes, I clearly noticed several improvements in their language use: Students were braver when expressing themselves and were also able to observe their pronunciation for the first time.”\u003c/p>\n\u003cp>One drawback teachers mentioned is the learning curve to use the apps; Second Life’s virtual world recommends that students be 16 to use it. Menezes mentioned there is a ramp-up time to using Voki, too, and that students need access to good recording equipment and fast Internet connections to get started. But even with learning curves, the technology is intuitive and tech-savvy students catch on quickly.\u003c/p>\n\u003cp>“Is there such a thing as a non-techie 13-year-old?” joked Picardo. “It could be argued that using these tools ensure that we are teaching children a range of skills that are necessary for later life, not just foreign languages.”\u003c/p>\n\u003cp>Even for the non-techie school setting, though, there's another option. Wake Forest Latin teacher-scholar Ted Gellar-Goad developed an original pen-and-paper avatar game for his Latin prose composition students. Students role-play and interact in ancient Rome, in the spirit of Dungeons and Dragons, and the game is meant to help students stay engaged and have fun performing the arduous task of writing difficult Latin sentences.\u003c/p>\n\u003cp>For the imaginative teacher, there's always a way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1367521500,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":950},"headData":{"title":"A New Role for Avatars: Learning Languages | KQED","description":"Most experts agree that the best way to learn a language is by immersing yourself in it. Now, with more sophisticated technology, another theory around language learning is being tested: the use of avatars to practice speaking. Alongside traditional methods, like listening, repeating, and digital flashcards, created by companies like Rosetta Stone, Livemocha, and AccelaStudy,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A New Role for Avatars: Learning Languages","datePublished":"2013-05-02T17:02:10.000Z","dateModified":"2013-05-02T19:05:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28534 http://blogs.kqed.org/mindshift/?p=28534","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/02/a-new-role-for-avatars-learning-languages/","disqusTitle":"A New Role for Avatars: Learning Languages","path":"/mindshift/28534/a-new-role-for-avatars-learning-languages","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28543\" class=\"wp-caption center\" style=\"max-width: 546px\">\u003ca href=\"http://www.flickr.com/photos/philliecasablanca/4789125747/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28543\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg\" alt=\"4789125747_58f0aa40b2_z\" width=\"546\" height=\"292\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg 546w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-320x171.jpg 320w\" sizes=\"(max-width: 546px) 100vw, 546px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most experts agree that the best way to learn a language is \u003ca href=\"http://www.sciencedaily.com/releases/2013/04/130418104203.htm\">by immersing yourself in it. \u003c/a>Now, with more sophisticated technology, another theory around language learning is being tested: the use of avatars to practice speaking.\u003c/p>\n\u003cp>Alongside traditional methods, like listening, repeating, and digital flashcards, created by companies like \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone,\u003c/a> \u003ca href=\"http://livemocha.com/\">Livemocha,\u003c/a> and \u003ca href=\"http://renkara.com/applications-accelastudy.php\">AccelaStudy, \u003c/a>a few tech companies have leveraged the idea that becoming someone else helps to learn a foreign language, especially when speaking it.\u003c/p>\n\u003cp>Companies like \u003ca href=\"http://secondlife.com/?lang=en-US\">Second Life\u003c/a> and \u003ca href=\"http://www.middleburyinteractive.com/\">Middlebury Interactive Languages\u003c/a> both offer digital avatar programs to give language learners a chance to practice their skills in virtual environments. Britain’s \u003ca href=\"http://www.languagelab.com/howitworks/english_city/\">Language Lab\u003c/a> has created “English City” using Second Life, where learners are promised realistic conversations with native English-speaking teachers, also using avatars, in virtual but plausible digital environments, like checking in at the airport, going to an art museum, or giving a presentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school.\"\u003c/strong>\u003c/aside>\n\u003cp>Few studies exist on the effectiveness of avatars for language learning, and just as recently as 2009, \u003ca href=\"http://moodle.bracu.ac.bd/pluginfile.php/2511/mod_resource/content/1/Technologies%20in%20Use%20for%20Second%20Language%20Learning.%20by%20Mike%20Levy.pdf\">a study conducted by Griffith University\u003c/a> on digital technology and second language learning found that “although significant advances have been made recently with chatbots [avatars] for \u003c!--more-->conversation practice... reliable programs of this type are ‘still some way off being a reality.’”\u003c/p>\n\u003cp>That reality is now here - and while Second Life and Language Lab are meant for the language learner at home on her laptop, what about using digital avatars in classroom environments? Some teachers say that language-learning avatars work well for classroom students, if used in a slightly different way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>English teacher Ana Maria Menezes uses web tool \u003ca href=\"http://www.voki.com/\">Voki\u003c/a> with her high school students in Uberlandia, Brazil, and said she has watched them become more comfortable speaking English when it’s not really “them” doing the talking. Voki, a free education web app created by Oddcast, allows students and teachers to create their own talking character - they can be historical figures, animals, or a person that looks just like the user.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Can an Online Game Crack the Code to Language Learning?\u003c/a>]\u003c/p>\n\u003cp>Teachers and students can give their character a voice by using one of three methods: text to speech, recording by microphone, or uploading their own pre-recording audio file. Voki characters can speak in over 25 languages, and 150-plus voices, according to Eric Kiang, Voki’s Product and Marketing Manager.\u003c/p>\n\u003cp>Menezes has students record themselves speaking English, and then has them play it for the class on a computer, using their avatar.\u003c/p>\n\u003cp>“Most of my students were very embarrassed when asked to record their voices while speaking English; many of them had never actually heard themselves using a foreign language,” she said. But students felt more comfortable watching their avatar speak for them. “It has to do with the ‘hiding behind the mask’ effect: when we speak behind a mask, it's as if you're another character, you're safer and less exposed.”\u003c/p>\n\u003cp>Middle and high school Spanish and German teacher José Picardo doubts that using avatars alone causes dramatic improvements in learning a new language. “But I do think that incorporating tools such as Voki into the teaching and learning that goes on in my classroom, and practices such as regular peer-assessment, has had a very positive influence in attainment.” Picardo puts all of his students’ avatars on the departmental blog at Nottingham High School in Nottingham, UK, where they can be used by teachers, parents and students both as a showcase of student work as well as for peer review and assessment.\u003c/p>\n\u003cp>For Menezes, the most important use of digital avatars is the ability to get students doing more speaking outside the classroom. “Years ago, it was unthinkable to assign speaking homework to EFL or ESL students; all we could expect from them at home was to complete written exercises or write texts. Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school. Using an avatar for both for listening and for speaking purposes, I clearly noticed several improvements in their language use: Students were braver when expressing themselves and were also able to observe their pronunciation for the first time.”\u003c/p>\n\u003cp>One drawback teachers mentioned is the learning curve to use the apps; Second Life’s virtual world recommends that students be 16 to use it. Menezes mentioned there is a ramp-up time to using Voki, too, and that students need access to good recording equipment and fast Internet connections to get started. But even with learning curves, the technology is intuitive and tech-savvy students catch on quickly.\u003c/p>\n\u003cp>“Is there such a thing as a non-techie 13-year-old?” joked Picardo. “It could be argued that using these tools ensure that we are teaching children a range of skills that are necessary for later life, not just foreign languages.”\u003c/p>\n\u003cp>Even for the non-techie school setting, though, there's another option. Wake Forest Latin teacher-scholar Ted Gellar-Goad developed an original pen-and-paper avatar game for his Latin prose composition students. Students role-play and interact in ancient Rome, in the spirit of Dungeons and Dragons, and the game is meant to help students stay engaged and have fun performing the arduous task of writing difficult Latin sentences.\u003c/p>\n\u003cp>For the imaginative teacher, there's always a way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28534/a-new-role-for-avatars-learning-languages","authors":["4445"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_373","mindshift_815"],"featImg":"mindshift_28543","label":"mindshift"},"mindshift_19039":{"type":"posts","id":"mindshift_19039","meta":{"index":"posts_1591205157","site":"mindshift","id":"19039","score":null,"sort":[1329245862000]},"guestAuthors":[],"slug":"%c2%bfhablas-espanol-theres-an-app-for-that","title":"¿Hablas español? There's an App for That","publishDate":1329245862,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/%c2%bfhablas-espanol-theres-an-app-for-that/screen-shot-2012-02-14-at-10-53-10-am/\" rel=\"attachment wp-att-19050\">\u003cimg class=\"alignleft size-medium wp-image-19050\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-14-at-10.53.10-AM-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cem>\u003cstrong>By Polly Stryker\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>App stores are chock-a-block with apps for language learning. Most of them boast colorful flashcards and cute characters for kids, and others are translators that help travelers with phrases, vocabulary, and pronunciation. The big names are in the mix: Rosetta Stone has apps for both Android and iPhones/iPads, but they're mobile companions to the expensive software packets that contain the main course. Berlitz sells apps to help you brush up on your vocabulary and phrases before you travel.\u003c/p>\n\u003cp>But a few new language learning apps are moving in on the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamification\u003c/a>\" trend in education, making a game out of learning phrases and words. For young students accustomed to playing games during their off-hours from school, or for adults who have a few minutes to kill on the bus, these game apps are meant to help with casual, conversational language learning in languages like Spanish, Italian, French, German, Mandarin, and Portuguese.\u003c/p>\n\u003cp>One of the biggest players in the language-learning game app realm is \u003ca href=\"http://www.mindsnacks.com/\">MindSnacks,\u003c/a> and as Mindy Eve Myers, Director of Education explains it, the point of the app is not necessarily to teach the language to the point of fluency, but to keep players engaged with something more productive than killing pigs.\u003c/p>\n\u003cp>\"The reason that we wanted the games to look they way they did and to be able to be played in short bursts of time is that we wanted them to fit into those awkward moments of the day where you've got a couple of minutes to kill,\" Myers said. \"So, instead of playing Angry Birds, you can practice your Spanish vocabulary.\"\u003c/p>\n\u003cp>Here's how it works: You have to match the English word with the Spanish word, for example, \"nine\" and \"nueve,\" before the fish tank empties. The water drains faster and faster as numbers are thrown at you.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another game on the menu: meteors falling to earth, with numbers or vocabulary to match before the meteor crashes into houses. Or your spelling is checked by tapping on parachutes falling to the \u003c!--more-->ground. See an incorrect spelling? Tap it, and it explodes. Correct spelling? Let the parachute land, and a rhino walks off into the bush. There are prep tutorials, with audio recordings to tell you how to say vocabulary or phrases. These can then be incorporated into the games. And, just in case anyone thought this would be really simple, there are fifty levels, so you can keep playing for quite a while.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"../2011/04/can-gamification-boost-independent-learning/\">CAN GAMIFICATION BOOST INDEPENDENT LEARNING?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/11/can-an-online-game-crack-the-code-to-language-learning/\">ONLINE GAME CRACKS THE CODE TO LANGUAGE LEARNING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2012/01/combining-computer-games-with-classroom-teaching/\">COMBINING COMPUTER GAMES AND CLASSROOM TEACHING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/\">50 FANTASTIC PLAY-AND-LEARN APPS, SITES, AND TOYS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../feature/educational-apps/\">MINDSHIFT'S LIST OF NOTEWORTHY LEARNING APPS\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003ca href=\"http://mandarinmadness.com/\">Mandarin Madness\u003c/a> and \u003ca href=\"http://spanishsmash.com/\">Spanish Smash\u003c/a> by Native Tongue, which are both new to the app scene, work on the same premise, where learners play in an arcade-style game and must get past obstacles to get to the next, progressively more difficult levels.\u003c/p>\n\u003cp>\"The idea is that if they're fun and addicting and engaging, then you'll want to keep playing and therefore you'll be more likely to continue learning that language and continue working with the words, more so than you would have if everyone has flash cards, and after a while, it just becomes a bit of a bore,\" Myers said.\u003c/p>\n\u003cp>The MindSnacks algorithm is based on linguist Dr. Paul Pimsleur's research surrounding language and memory. Pimsleur's methods grew into a self-study language series, and became the basis for \"Speak Spanish With Dora and Diego,\" the popular children's series on Nickelodeon's Nick Jr. MindSnack’s founders also created the original curriculum in conjunction with University of Pennsylvania professors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MindSnacks plans to release grade-level vocabulary and geography apps, and they hope, one for Japanese.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1329247317,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":640},"headData":{"title":"¿Hablas español? There's an App for That | KQED","description":"By Polly Stryker App stores are chock-a-block with apps for language learning. Most of them boast colorful flashcards and cute characters for kids, and others are translators that help travelers with phrases, vocabulary, and pronunciation. The big names are in the mix: Rosetta Stone has apps for both Android and iPhones/iPads, but they're mobile companions","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"¿Hablas español? There's an App for That","datePublished":"2012-02-14T18:57:42.000Z","dateModified":"2012-02-14T19:21:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"19039 http://blogs.kqed.org/mindshift/?p=19039","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/14/%c2%bfhablas-espanol-theres-an-app-for-that/","disqusTitle":"¿Hablas español? There's an App for That","path":"/mindshift/19039/%c2%bfhablas-espanol-theres-an-app-for-that","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/%c2%bfhablas-espanol-theres-an-app-for-that/screen-shot-2012-02-14-at-10-53-10-am/\" rel=\"attachment wp-att-19050\">\u003cimg class=\"alignleft size-medium wp-image-19050\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-14-at-10.53.10-AM-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cem>\u003cstrong>By Polly Stryker\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>App stores are chock-a-block with apps for language learning. Most of them boast colorful flashcards and cute characters for kids, and others are translators that help travelers with phrases, vocabulary, and pronunciation. The big names are in the mix: Rosetta Stone has apps for both Android and iPhones/iPads, but they're mobile companions to the expensive software packets that contain the main course. Berlitz sells apps to help you brush up on your vocabulary and phrases before you travel.\u003c/p>\n\u003cp>But a few new language learning apps are moving in on the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamification\u003c/a>\" trend in education, making a game out of learning phrases and words. For young students accustomed to playing games during their off-hours from school, or for adults who have a few minutes to kill on the bus, these game apps are meant to help with casual, conversational language learning in languages like Spanish, Italian, French, German, Mandarin, and Portuguese.\u003c/p>\n\u003cp>One of the biggest players in the language-learning game app realm is \u003ca href=\"http://www.mindsnacks.com/\">MindSnacks,\u003c/a> and as Mindy Eve Myers, Director of Education explains it, the point of the app is not necessarily to teach the language to the point of fluency, but to keep players engaged with something more productive than killing pigs.\u003c/p>\n\u003cp>\"The reason that we wanted the games to look they way they did and to be able to be played in short bursts of time is that we wanted them to fit into those awkward moments of the day where you've got a couple of minutes to kill,\" Myers said. \"So, instead of playing Angry Birds, you can practice your Spanish vocabulary.\"\u003c/p>\n\u003cp>Here's how it works: You have to match the English word with the Spanish word, for example, \"nine\" and \"nueve,\" before the fish tank empties. The water drains faster and faster as numbers are thrown at you.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another game on the menu: meteors falling to earth, with numbers or vocabulary to match before the meteor crashes into houses. Or your spelling is checked by tapping on parachutes falling to the \u003c!--more-->ground. See an incorrect spelling? Tap it, and it explodes. Correct spelling? Let the parachute land, and a rhino walks off into the bush. There are prep tutorials, with audio recordings to tell you how to say vocabulary or phrases. These can then be incorporated into the games. And, just in case anyone thought this would be really simple, there are fifty levels, so you can keep playing for quite a while.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"../2011/04/can-gamification-boost-independent-learning/\">CAN GAMIFICATION BOOST INDEPENDENT LEARNING?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/11/can-an-online-game-crack-the-code-to-language-learning/\">ONLINE GAME CRACKS THE CODE TO LANGUAGE LEARNING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2012/01/combining-computer-games-with-classroom-teaching/\">COMBINING COMPUTER GAMES AND CLASSROOM TEACHING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/\">50 FANTASTIC PLAY-AND-LEARN APPS, SITES, AND TOYS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../feature/educational-apps/\">MINDSHIFT'S LIST OF NOTEWORTHY LEARNING APPS\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003ca href=\"http://mandarinmadness.com/\">Mandarin Madness\u003c/a> and \u003ca href=\"http://spanishsmash.com/\">Spanish Smash\u003c/a> by Native Tongue, which are both new to the app scene, work on the same premise, where learners play in an arcade-style game and must get past obstacles to get to the next, progressively more difficult levels.\u003c/p>\n\u003cp>\"The idea is that if they're fun and addicting and engaging, then you'll want to keep playing and therefore you'll be more likely to continue learning that language and continue working with the words, more so than you would have if everyone has flash cards, and after a while, it just becomes a bit of a bore,\" Myers said.\u003c/p>\n\u003cp>The MindSnacks algorithm is based on linguist Dr. Paul Pimsleur's research surrounding language and memory. Pimsleur's methods grew into a self-study language series, and became the basis for \"Speak Spanish With Dora and Diego,\" the popular children's series on Nickelodeon's Nick Jr. MindSnack’s founders also created the original curriculum in conjunction with University of Pennsylvania professors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MindSnacks plans to release grade-level vocabulary and geography apps, and they hope, one for Japanese.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19039/%c2%bfhablas-espanol-theres-an-app-for-that","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_134","mindshift_373","mindshift_815"],"featImg":"mindshift_19050","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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