Rob Waring ER Foundation World Congress Dubai Sept 19 2015 What is EL EL is often seen as a mirror of ER except they just listen My definition includes viewing as well as listening EL can be readingwhile ID: 250860
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Slide1
The poor cousin? Extensive Listening
Rob Waring
ER Foundation World Congress Dubai Sept 19, 2015Slide2
What is EL?
EL is often seen as a mirror of ER except they just listen
My
definition includes viewing as well as
listening
EL
can be reading-while-
listeningSlide3
How are ER/EL similar?
Both have similar aims – scaffold knowledge, provide extensive practice, recycling, building depth of knowledge etc
.
Can use many of the same pre- while- post- activities
Both have primary focus on fluency, ease, comprehension, automaticity, enjoyment etc.
Both have levels – use of ‘graded’ materials
They can share a library, and borrowing systemsSlide4
How are ER/EL different?
EL is real
time, ER you can review, stop and think
EL ‘levels’ are not the same as ER levels
Often 2 levels lower
EL materials need expensive technologySlide5
Why is EL the poor cousin?
EL is seen as an afterthought – lack of knowledge of differences
Assumption that one’s EL level is the same as one’s ER
level
EL level if often mediated with written texts, tests
We build ‘libraries’ first (admins understand money for libraries
)
Libraries are equated with literature, the oral tradition is less valued
Costs extra money for
the technology
to deliver the materials
Primacy of the written word in EFL/ESL e.g.
textbooks
Assessment (e.g. quizzes) of EL is mostly written
Publishers
write written materials first and add in listening
Available materials tend to be spoken written materials (almost an after thought)
Listening vocab
(800 core) is
not the same as written
vocab (1500-2500 core)
Dominance of research on ER, not EL
Publishers start with the written word, listening comes second
Etc.Slide6
What’s wrong with our current materials?
Mostly spoken written
materials
Not written with systematic phonics or pronunciation
or intonation training
Often can’t be adjusted for speed, tone etc.
Mostly monologues, few EFL ‘graded’ materials are dialogs
N
ot interactive (a lot of listening is interactive
)
Not enough volume of materials
Audio recordings miss a lot of the natural background and context to what they are listening toSlide7
What can we do about it?
Mirror/
replicate
the canon of ER research in
EL
We don’t really have a listening fluency syllabus
ERF scale of GR exists – no listening equivalent
No commonly recognized spoken language wordlist
We have a clear phonics syllabus to help people read, where is the syllabus to help people listen?
Create our own materials and share them
Record
conversations like
www.ELLLO.org
Narrow conversation
structures (i.e
. chatting about a topic many times)
Rebrand or redefine EL – give it another name????
Make listening materials downloadable for
free
Your ideas?Slide8
Thanx
See you tomorrow!
www.r
obwaring.org
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