MIDWEST LANGUAGE SERVICES - BLOG
English and French Conversation Lessons
Are you interested in improving your English or French conversation skills? Do you want to learn to interact more naturally with native speakers?
We are hosting two new conversation courses for both English and French to help you reach your language speaking goals!
The English language conversation course will be taught by Lauren on Mondays and Wednesdays from 10:30-11:30am EST, starting Monday, May 2nd. This course is aimed at intermediate to advanced (B1-C2) English speakers. Topics covered may include:
American food and culture
American traditions and holiday customs
Hobbies
American Schools
American news media
Making small talk
Politely sharing opinions
Idioms and sayings
To sign up for English conversation classes, click on the following link! https://www.eventbrite.com/e/english-conversation-for-intermediate-and-advanced-students-b1-c2-tickets-324251844997
*The English conversation class is $10
The French conversation course will be held by Alexa on Friday, April 29th from 3:00-4:00pm EST. This class is aimed towards intermediate speakers (B1-B2). We will cover topics such as:
French culture and traditions
Common French phrases
Discussing how we are feeling
Politely sharing opinions
Descriptive vocabulary
To sign up for the French conversation course, click on this link: https://www.eventbrite.com/e/free-introduction-to-french-conversation-b1b2-tickets-324118325637
*The French conversation class is FREE
How Important is Good Grammar?
As someone who owns a company that provides translation and interpretation services, I feel the need to give a disclaimer here. The following article is about language learning for adult students of English. This is not for professional interpreters or translators.
Good grammar helps people communicate more clearly - until it doesn’t. I am a word nerd and think grammar is important. The essence of what we do it to teach people English to help facilitate clear communication. Most of the people we work with have studied English in their native country and can write quite well. Speaking is another story. I have learned that people hold others to different standards than they do to themselves. When reading an email, article, blog post, etc. from an American, I expect impeccable grammar. I also hope for perfect English (but don’t often hear it). When reading or listening to non-native speakers of English, or as we in the language industry call LEPs (Limited English Proficient), I expect to hear errors. I don’t think I am the only one.
There are those who find it difficult to speak to people who have thick accents - whether they be native English speakers from other parts of the United States, other countries, or LEPs. Many people can understand what someone is trying to say with thick accents and imperfect grammar. We fill in the blanks with words that make sense within the given context of the situation.
If one’s goal is to speak with perfect grammar, then the road is long and lots of practice is going to have to take place. Living in the country where the language is spoken every day is helpful if one takes the opportunity to interact with people and not hole themselves up in their new house or apartment for weeks on end. If one wants to communicate, which should be the goal of taking language classes of any kind, perfection is not necessary. I don’t know if it is a cultural difference or a difference among individual students, but I have noticed that adult students from Japan often try to formulate perfect sentences in their heads before uttering them aloud. Thinking before speaking is generally considered a virtue, but in some cases, it’s a hindrance to communication. On a sentence per minute basis, I once taught a woman from China who worked in the automotive industry. She could speak multiple imperfect sentences per minute, yet was able to communicate very quickly and effectively.
There must be a fine line between speaking with fewer grammatical errors and daring to speak imperfectly.
Midwest Language Services was On-the-Air with Julie Metz
Julie Metz, Executive Director of the Shelby County Chamber of Commerce, interviewed Tanya Hoover, President of Midwest Language Services on Giant FM, 106.5 in Shelbyville, Indiana.
Tanya Hoover, President and Founder of Midwest Language Services, was invited to talk about her business on a radio show this morning that aired on 106.5 FM, The Giant. Executive Director of the Shelby County Chamber of Commerce, Julie Metz, invited Ms. Hoover to speak on the Chamber Chat radio show. While Tanya is not new to Shelby County, Midwest Language Services, LLC is. She started English as a Second Language teaching adult students from Yuma Industries when she started her business as a sole proprietorship nearly fifteen years ago.
A new English as a Second/New Language (ESL/ENL) class is being offered by Midwest Language Services in Shelbyville, Indiana that will meet on Thursdays from 11:00 AM to 12:00 noon for non-native speakers of English. For more details about this and other services Midwest Language Services provides, such as sign language (ASL) interpreting, document translations, and other interpreting services, please contact us at info@midwestlanguageservices.com or call (317) 296-7997.
Eikawa English Conversation Group
Join us for a weekly English conversation group that will meet on Thursdays from 11:00 AM to 12:00 beginning in March. The cost for each class is $12.50. We will meet at 735 Shelby St., Suite #106, Indianapolis, IN 46203. Class size is limited to five students.
Telling the Story of Thanksgiving Using a Story Map
This is an example of a story map for Thanksgiving. Finding out what vocabulary the students know and introducing new vocabulary should be done before drawing the story map. Also, draw the map as you tell the story. This helps with comprehensible input. Drawing the entire map ahead of time may contribute to visual overwhelm and reduce comprehension of target vocabulary and ideas.
Today we learned about the first Thanksgiving and why the Pilgrims came to the New World. Before we began, I asked everyone what words came to mind when they heard the word, “Thanksgiving.” The words “turkey,” “family,” and “dinner” were called out by our students. I wrote these on the board.
As I told the story of the history of Thanksgiving, I drew pictures on the dry erase board to help illustrate key points I wanted our students to know and remember. In this case, I started with England on the right side of the dry erase board and moved westward, to the New World. New vocabulary was introduced and explained as we progressed through the story. We also paused for a three-minute video about Thanksgiving that included captions.
After sitting for a while, I asked everyone to stand up in a small group. Speaking doesn’t just happen when sitting in a classroom setting, after all. The students took turns sharing a sentence or two about the picture to tell the story in chronological order. I then challenged each student to tell the entire story independently.
Later, the students were given time to write their stories in their notebooks and have their teacher check them. Interestingly, the students repeated common errors when reading their stories aloud despite reading their own (corrected) writing; however, progress was still made. At first, when I asked what came to mind when they heard the word, “Thanksgiving,” only three words came to mind. Now they are able to talk about the history of Thanksgiving. One of the students commented that the story map was helpful for being able to talk about and write about this topic. Overall, I would consider this lesson to be a success!
Using Improvisation in the Classroom
I recommend taking an improv class for so many reasons, one of which is that some of the exercises can become great springboards for ideas to get students to speak in a group language class. Knowing how to read and write in a language is quite different from speaking it. This is especially true with some Japanese women I have taught. Although their spouses may have opportunities to use English in the workplace, many Japanese women I’ve met tend to befriend other Japanese whose husbands have been assigned to work in the United States. Making American or other English-speaking friends can be tough.
From what I have learned, the Japanese can read and write with a fair amount of clarity; however, forming spoken sentences doesn’t happen without a lot of thought first. Sometimes a series of imperfect sentences can communicate much more than a few perfectly constructed sentences. My goal is to create an environment in which students feel free to try to speak in front of their classmates and me with the understanding that they will be corrected afterwards so that they can ultimately improve and communicate more fluently. This has to be done carefully so the students are not discouraged from speaking at all.
One recent activity that I did with a group of four women was to role play buying a used car. First, I introduced some vocabulary. Next, we listened to a dialogue while reading the script silently, and then the students were paired off. Each person took turns with the role of salesperson and car buyer while reading the script aloud. Afterwards, I modeled how to act out the skit without the script and emphasized that the skit did not have to exactly match the original dialogue. (I chose the most advanced student who was the least shy to help model how to do this.) After we completed the demonstration, I asked the women to work their partner and take turns playing each role without a script. After some practice, it was showtime.
The grand finale was when I had the students speed up the performances from about five minutes to a time limit of three minutes. The result was that the students spoke more naturally, sounded more fluent, and were talking to an actual person while speaking. It wasn’t just reading from a script anymore. It was about interacting.
Improvisation is a part of daily life. We may have patterns that we use in different situations, but ultimately, we think of what we’re going to say depending on whom we are speaking with and what the situation is. Rehearsing is a good idea when stakes are high, but reading from cue cards is not nearly as effective as communicating with the person in front of you.
Field Trips and Experiential English in Columbus, Indiana
Experiential learning gives ESL students the opportunity to learn what they have learned in class to help them become independent members of their community.
One of our ESL students found a book about interior decorating.
It was time for a change in our English class routine. Thankfully, the weather cooperated and some of our students met at a local library to learn where to find books they would be interested in reading. We prepared for this day last week when we reviewed vocabulary related to libraries. We tried using these words in sentences and with help from their instructor, they practiced key phrases they would need to be able to find books and check them out.
Last week, the students talked about topics they would like to learn more about. One student likes sports and is interested in marathon running. Another likes interior decorating and has experience with this in her home country. Our other student was interested in books about places to travel within the United States and abroad.
There are lots of books about running and marathons.
An ESL student chooses a book about travel in the United States.
Before we checked out our books, we sat at a table together and shared what books we decided to check out. It was a good opportunity to share and learn more about our classmates. Afterwards, we took a tour of the library that was designed by architect I. M. Pei and then went next door to the visitor's center where we saw glass sculptures by Dale Chihuly.
Our Students Learned How to Make Reservations and Appointments Today
Our students no longer have reservations about making reservations. We introduced frequently used sentences and phrases. The students learned about frequent mistakes non-native speakers make, and then we practiced making reservations. They also learned the difference between reservations and appointments.
Come join us in Columbus, Indiana for one of our classes. Do you have friends who would like to join you? Let us know!
Join us for English conversation classes on Wednesdays from 1:15-2:15 PM.