Podcasts about Academic English

The questions of language, culture and merit have long intrigued researchers. HEC accounting professors Daniel Martinez and Keith Robson share the challenges these issues pose for diversity and equity. Professor Robson describes the cultural notions like language that favor the progression of elite groups in service firms in the UK. Whilst Associate Professor Martinez joins with fellow-researchers Javier Husillos and Carlos Larranaga to challenge the monolingual hegemony of English in academic publishing. This, he claims, affects non-native speaking academics' very identity and puts them in a position of subservience. Find the written highlights in Knowledge@HEC here. Hosted on Acast. See acast.com/privacy for more information.

In this episode, Dr Adrian Hale discusses how we can improve our writing, and how to write appropriately when we transition into a higher education setting.

Join us for an interview with Paul Effah, a former A+ student of Agricultural Economics, about his journey from finding and choosing a topic, conducting research, to evaluating and interpreting the collected data, and finally starting the writing process. Paul also shares his experiences of working on a thesis as part of a larger program that funded his research development in Ghana and Burkina Faso. We will also explore how this experience impacted his future career. Don't miss this episode filled with tips and recommendations to ace your own thesis! Academic English, and writing classes at the Language Center: https://www.uni-hohenheim.de/en/language-center-workshops If you are interested in the specifics of Paul's research, stay tuned for an extended version that includes details about his field work abroad. --- Send in a voice message: https://podcasters.spotify.com/pod/show/news4internationals/message

This edWeb podcast is sponsored by CORE Learning.The webinar recording can be accessed here.Think everyone in the U.S. speaks the same English? Think again! There are approximately 20 to 30 distinct types of English spoken here, like African American English (AAE). These dialects aren't just variations; they are complete, valid forms of English, each shaped by its own unique regional, cultural, and social influences, with distinct pronunciation, vocabulary, grammar, and structure.In this edWeb podcast, join Dr. Brandy Gatlin-Nash as she explains the direct tie between recognizing and valuing linguistic and cultural identity and effective literacy instruction. Learn how, by seeing these English varieties not as improper but as valuable assets, educators can build upon them as students develop skills in Academic English. This approach does more than honor students' diverse backgrounds; it enhances their overall language development, acknowledging the full spectrum of English as it is spoken across the country.Part three of our “Structured Literacy and Language Diversity Lunch and Learn Week” highlights the importance of honoring students' linguistic backgrounds for educational success and personal growth. Discover how this perspective, when combined with Structured Literacy, opens the door to richer, more meaningful learning experiences. Remember, English language varieties aren't just valid—they're a gateway to a broader and deeper understanding for everyone.This edWeb podcast is of interest to PreK-12 teachers and school and district leaders.CORE Learning Transform teaching and learning so that every student thrives.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

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Building on what we discussed in episode 4 about ‘Academic English', we take a step back and look at the wider context within which it sits – English for Specific Purposes (ESP). At first, who better than Viviana Cortes – the editor-in-chief of the Journal of English for Specific Purposes – to share with us an overview of ESP, discussing its history, present and its future. In our field report, we investigate some of the particular areas in more detail, with practitioners of Medical English, Aviation English, and English for Islamic Studies telling us about their specialities. We learn about some of the specific lexical, grammatical and stylistic features of each of these specialisms.Are you enjoying the podcast? Please give us your feedback and tell us what you think Link to the feedback survey: https://forms.office.com/e/3wDh6FRMaUDownload the show notes, transcript and activity booklet

Just the phrase ‘academic English' can sometimes make students – and teachers - feel nervous and afraid. In this episode, in the company of Tracey Costley from the University of Essex, we show that academic English doesn't have to be quite as scary as it sounds, and that academic English can actually be accessible for everyone.In the field report, we find out about a fantastic initiative between the University of Leicester and the University of Leeds for refugee-background students, who receive online support to develop their academic English skills so that they can access degree programmes at UK universities.Download the show notes, activity booklet and transcript in English and Arabic

When preparing to study at an Australian university, students from a non-native-English-speaking background are taught to focus on developing their ‘Academic English' skills to best succeed in their learning environment. Once they commence their study in Australia, they soon discover how complex it is to understand and communicate in English on a day-to-day basis – from colloquial language to unique Australian slang, to the nuance of tone, pronunciation, and body language, and how this can be received by the people you're speaking to. In this episode, our host, Zakwan, sits down with fellow PLA Helia, and Avin from the Centre for English Teaching, to discuss the difficulties faced by students from non-native-English-speaking backgrounds and what support is available for students looking to develop their empathetic English skills.

The Academic English Support offers language support to LiU students - but what exactly do they do? In which situations can they help you?   Maria Strääf works at the Academic English Support and is our guest in this episode. Tune in to learn which assignments, presentations or work they can help you with. If you'd like to get in touch with them, you can do so through their home page.   Host: Rebecca Fonseca Pilzecker Guest: Maria Strääf (Academic English Support)

Welcome to ESL talk! A podcast for English Teachers, by English Teachers.This week, we will be covering the world of EAP or English for Academic Purposes.Many of us have probably taught this, or have covered this, sometimes without realizing it, so we will be going deeper into this topic today, with our special guest Liet, who has many years of global EAP experience.As always, be sure to connect with us on Instagram @esltalkpodcast. You can also send your English teaching questions to esltalkpodcast@gmail.com. New Episodes are released each Wednesday. So be sure to join us each week as we continue our English teaching journey together!For more content, please visit our website esl-talk.com, or become a patron at patreon.com/esltalk See acast.com/privacy for privacy and opt-out information.

Listen to this interview of Hilary Glasman-Deal, teacher of STEMM communication at the Centre for Academic English, Imperial College London, and author ofScience Research Writing For Native and Non-Native Speakers of English (World Scientific Publishing Europe, 2020). We talk about researching, reading, and writing. Hilary Glasman-Deal : "One of the things I'm very often saying, particularly with early-career researchers, is this: 'Look, your reading is clearly effective, because you understand your field, okay, and you're an expert in your field. But your writing is operating at a different location from your reading. And what you need to be doing is bringing the two closer together so that they are, in a sense, a mirror image of each other, so that you're using your reading to feed your writing. You're using the reading as a bridge into the writing, rather than assuming that the two can exist in separate orbits.'" Visit the Centre for Academic English here. Watch Daniel edit your science here. Contact Daniel at writeyourresearch@gmail.com. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Listen to this interview of Hilary Glasman-Deal, teacher of STEMM communication at the Centre for Academic English, Imperial College London, and author ofScience Research Writing For Native and Non-Native Speakers of English (World Scientific Publishing Europe, 2020). We talk about researching, reading, and writing. Hilary Glasman-Deal : "One of the things I'm very often saying, particularly with early-career researchers, is this: 'Look, your reading is clearly effective, because you understand your field, okay, and you're an expert in your field. But your writing is operating at a different location from your reading. And what you need to be doing is bringing the two closer together so that they are, in a sense, a mirror image of each other, so that you're using your reading to feed your writing. You're using the reading as a bridge into the writing, rather than assuming that the two can exist in separate orbits.'" Visit the Centre for Academic English here. Watch Daniel edit your science here. Contact Daniel at writeyourresearch@gmail.com. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/mathematics

Listen to this interview of Hilary Glasman-Deal, teacher of STEMM communication at the Centre for Academic English, Imperial College London, and author ofScience Research Writing For Native and Non-Native Speakers of English (World Scientific Publishing Europe, 2020). We talk about researching, reading, and writing. Hilary Glasman-Deal : "One of the things I'm very often saying, particularly with early-career researchers, is this: 'Look, your reading is clearly effective, because you understand your field, okay, and you're an expert in your field. But your writing is operating at a different location from your reading. And what you need to be doing is bringing the two closer together so that they are, in a sense, a mirror image of each other, so that you're using your reading to feed your writing. You're using the reading as a bridge into the writing, rather than assuming that the two can exist in separate orbits.'" Visit the Centre for Academic English here. Watch Daniel edit your science here. Contact Daniel at writeyourresearch@gmail.com. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science

Listen to this interview of Hilary Glasman-Deal, teacher of STEMM communication at the Centre for Academic English, Imperial College London, and author ofScience Research Writing For Native and Non-Native Speakers of English (World Scientific Publishing Europe, 2020). We talk about researching, reading, and writing. Hilary Glasman-Deal : "One of the things I'm very often saying, particularly with early-career researchers, is this: 'Look, your reading is clearly effective, because you understand your field, okay, and you're an expert in your field. But your writing is operating at a different location from your reading. And what you need to be doing is bringing the two closer together so that they are, in a sense, a mirror image of each other, so that you're using your reading to feed your writing. You're using the reading as a bridge into the writing, rather than assuming that the two can exist in separate orbits.'" Visit the Centre for Academic English here. Watch Daniel edit your science here. Contact Daniel at writeyourresearch@gmail.com. Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Hilary Glasman-Deal, teacher of STEMM communication at the Centre for Academic English, Imperial College London, and author ofScience Research Writing For Native and Non-Native Speakers of English (World Scientific Publishing Europe, 2020). We talk about researching, reading, and writing. Hilary Glasman-Deal : "One of the things I'm very often saying, particularly with early-career researchers, is this: 'Look, your reading is clearly effective, because you understand your field, okay, and you're an expert in your field. But your writing is operating at a different location from your reading. And what you need to be doing is bringing the two closer together so that they are, in a sense, a mirror image of each other, so that you're using your reading to feed your writing. You're using the reading as a bridge into the writing, rather than assuming that the two can exist in separate orbits.'" Visit the Centre for Academic English here. Watch Daniel edit your science here. Contact Daniel at writeyourresearch@gmail.com. Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Hilary Glasman-Deal, teacher of STEMM communication at the Centre for Academic English, Imperial College London, and author ofScience Research Writing For Native and Non-Native Speakers of English (World Scientific Publishing Europe, 2020). We talk about researching, reading, and writing. Hilary Glasman-Deal : "One of the things I'm very often saying, particularly with early-career researchers, is this: 'Look, your reading is clearly effective, because you understand your field, okay, and you're an expert in your field. But your writing is operating at a different location from your reading. And what you need to be doing is bringing the two closer together so that they are, in a sense, a mirror image of each other, so that you're using your reading to feed your writing. You're using the reading as a bridge into the writing, rather than assuming that the two can exist in separate orbits.'" Visit the Centre for Academic English here. Watch Daniel edit your science here. Contact Daniel at writeyourresearch@gmail.com. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of the EduJedi Report podcast, Host and Learning Counsel CEO LeiLani Cauthen talks with Kristie Shelley, Senior Director of Emergent Bilingual Curriculum at Lexia Learning about digital learning design that is heritage-relevant.   Lexia English is a K-6 product that helps promote bilingualism or multilingualism. From day one, they approached the program with an asset model, which makes it unique, seeking to honor learners first and foremost. Studies indicate that teachers talk 80 percent of the time in the classroom. Lexia flipped the model because the only way to learn a language is to actually speak the language. In order to make this happen in an interactive atmosphere, they use a technology of the speech recognition engine. And to make the learner comfortable, Lexia allowed characters to use familiar accents, yet encouraged the learner to use Academic English, which showed in their writing and reading.  The unique Lexia English program is finding huge success while removing the burden from disappearing numbers of ESL teachers, and the professional grade UI/UX design is blowing the doors off competitors' offerings. 

Julia is joined by fellow anthropology graduate student Katie to talk about the alien language of “Academic English” and how it has affected their own academic careers.Become a Member! Follow Us on Instagram or Storygraph!Disclosure: This post may contain affiliate links that give us a commission if you decide to make a purchase at no additional cost to you. Learn more.Mentioned in the Episode:Book Club episode 076 Watching the English by Kate FoxBook Club episode 029 This Is Your Brain on Birth Control by Sarah E. Hill PhDRecommendations:Mining Capitalism: The Relationship Between Corporations and Their Critics by Stuart KirschThe Dispossessed by Ursula K LeGuinThe Dawn of Everything: A New History of Humanity by David Graeber and David WengrowWatching the English: The Hidden Rules of English Behavior by Kate FoxThe Mushroom at the End of the World: On the Possibility of Life in Capitalist Ruins by Anna Lowenhaupt Tsing

Jaquelina Guardamagna is an Argentine-British qualified translator based in London since 2004.Upon completion of a five-year BA Degree Course in Translation from the National University of Cordoba, Jaquelina was awarded a scholarship to study Academic English, Cross-cultural Communications, Translation, and International Relations at the University of Westminster in the UK.Jaquelina founded 'Translator in London' in 2008 to facilitate communications between English and Spanish speakers in the Corporate, Media, Diplomatic, Education and Sustainability Sectors.With a certificate in Translation for Media [Distinction] from City University, Jaquelina worked as a translator and interpreter on live television at 'This Morning Show", ITV, ITN, RT and as a subtitler for the documentary of Diego Maradona by Oscar-Winning Director, Asif Kapadia. She has also offered consecutive interpreting in boardroom meetings between diplomats. CEOs and Vice-Chancellors of UK and Latin American Universities.Since 2015, Jaquelina has been sharing her advice on good business practice to colleagues and newcomers to the profession through seminars, published articles and written guidelines.She has been sitting at CIoL Council since 2017 and served as member and Chair of the Editorial Board of 'The Linguist' Journal for 6 years.In 2020, Jaquelina was featured as one of the #Ialso100 female entrepreneurs in the campaign led by F:Entrepreneur UK which highlights inspiring business leaders across the UK.Jaquelina is a practicing Catholic and a proud mum of two.------------------------------------------Connect with JaquelinaWebsiteConnect with Mireya Pérez, Hostwww.brandtheinterpreter.comFacebookTwitterLinkedInInstagram---------------------------------SPONSOR INFORMATIONThank you to Liberty Language Services for sponsoring this episode!To learn more about Liberty Language Services, please visit: https://www.libertylanguageservices.com/To learn more about the Academy of Interpretation, go to: https://www.academyofinterpretation.com/ For a limited time only, you can get $10% off all courses when you sign up using the Brand the Interpreter's discount code, AOI10BTI. Visit the Academy of Interpretation on social media:LinkedInFacebook Instagram Twitter

Although it is often assumed that idioms are too informal for use in academic English, two studies have identified idioms which occur fairly frequently in spoken and written academic English. This podcast describes idioms in academic English, giving information on what an idiom is, why academic idioms should be studied, as well as giving the 10 more common academic idioms for spoken and written English from a recent study of idioms (Miller, 2019). The podcast also gives the background to the creation of the list.

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In this episode of the EduJedi Report podcast, Host and Learning Counsel CEO LeiLani Cauthen talks with Kristie Shelley, Senior Director of Emergent Bilingual Curriculum at Lexia Learning about digital learning design that is heritage-relevant.   Lexia English is a K-6 product that helps promote bilingualism or multilingualism. From day one, they approached the program with an asset model, which makes it unique, seeking to honor learners first and foremost. Studies indicate that teachers talk 80 percent of the time in the classroom. Lexia flipped the model because the only way to learn a language is to actually speak the language. In order to make this happen in an interactive atmosphere, they use a technology of the speech recognition engine. And to make the learner comfortable, Lexia allowed characters to use familiar accents, yet encouraged the learner to use Academic English, which showed in their writing and reading.  The unique Lexia English program is finding huge success while removing the burden from disappearing numbers of ESL teachers, and the professional grade UI/UX design is blowing the doors off competitors' offerings. 

English is the lingua franca of science and academics. Writing in English opens your research to a wider audience of students and researchers, but for many of us, English is not our first language. Instead, academic English may be a second, third, or even fourth language for students and researchers, which presents a unique set of challenges. In this episode, Clayton is joined by his Fulbright colleauge, Seth Trovao, to discuss the value of international educational exchanges, second language learning, Teaching English to Speakers of Other Languages (TESOL), and using English as a Second Language (ESL) to communicate research. With shared educational backgrounds in English language instruction, Clay and Seth offer ideas and advice on how to approach developing your Academic English. Resources For more information on the Fulbright Exchange Program, please visit: https://fulbright.no/ Three tips to improve your English for university: https://www.linkschool.co.uk/academic-english-skills-for-university/

Listen to this interview of Hilary Glasman-Deal and Andrew Northern, teachers of STEMM communication at the Centre for Academic English, Imperial College London. We talk about what's so special about scientists: their communication! Hilary Glasman-Deal : "You know, if I left this work for just one year, it would be the devil-of-a-job to get back in because the communication norms in each field and even the language itself changes so fast that you've got to go like the wind in order to keep up to date. I mean, let's be honest, we're all a little bit lazy. We'd like to have material that we can fall back on, last year's material for this year's course. But because we can't do that, because we are at the mercy of whatever research articles we are faced with by our students and by faculty, there's no escape for us. That graft has to be done. And it's that graft that gives us the credibility for scientists to trust us in the first place. Without that, you just don't have a starting point. You've got to be absolutely on point in terms of understanding what's currently being published in their fields, what the recent changes are — I mean, Andrew and I sit back to back in an office, in a large office, and sometimes he'll shout across and he'll say, 'Look, can you see this journal has started putting a strapline under the title!' And we all crowd around and say, 'Okay, which other journals are doing that? How's that connected to what's inside the research article? Is it a new sentence? Is it a rewrite of a sentence? What sentence are they using?' You start from that. You start from doing that hard work. And then you're, in a sense, entitled to sit down with authors and they'll trust you to work with them on a piece of writing." Visit the Centre for Academic English here. Find an example of STEMM editing here.  Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/neuroscience

Listen to this interview of Hilary Glasman-Deal and Andrew Northern, teachers of STEMM communication at the Centre for Academic English, Imperial College London. We talk about what's so special about scientists: their communication! Hilary Glasman-Deal : "You know, if I left this work for just one year, it would be the devil-of-a-job to get back in because the communication norms in each field and even the language itself changes so fast that you've got to go like the wind in order to keep up to date. I mean, let's be honest, we're all a little bit lazy. We'd like to have material that we can fall back on, last year's material for this year's course. But because we can't do that, because we are at the mercy of whatever research articles we are faced with by our students and by faculty, there's no escape for us. That graft has to be done. And it's that graft that gives us the credibility for scientists to trust us in the first place. Without that, you just don't have a starting point. You've got to be absolutely on point in terms of understanding what's currently being published in their fields, what the recent changes are — I mean, Andrew and I sit back to back in an office, in a large office, and sometimes he'll shout across and he'll say, 'Look, can you see this journal has started putting a strapline under the title!' And we all crowd around and say, 'Okay, which other journals are doing that? How's that connected to what's inside the research article? Is it a new sentence? Is it a rewrite of a sentence? What sentence are they using?' You start from that. You start from doing that hard work. And then you're, in a sense, entitled to sit down with authors and they'll trust you to work with them on a piece of writing." Visit the Centre for Academic English here. Find an example of STEMM editing here.  Learn more about your ad choices. Visit megaphone.fm/adchoices

Listen to this interview of Hilary Glasman-Deal and Andrew Northern, teachers of STEMM communication at the Centre for Academic English, Imperial College London. We talk about what's so special about scientists: their communication! Hilary Glasman-Deal : "You know, if I left this work for just one year, it would be the devil-of-a-job to get back in because the communication norms in each field and even the language itself changes so fast that you've got to go like the wind in order to keep up to date. I mean, let's be honest, we're all a little bit lazy. We'd like to have material that we can fall back on, last year's material for this year's course. But because we can't do that, because we are at the mercy of whatever research articles we are faced with by our students and by faculty, there's no escape for us. That graft has to be done. And it's that graft that gives us the credibility for scientists to trust us in the first place. Without that, you just don't have a starting point. You've got to be absolutely on point in terms of understanding what's currently being published in their fields, what the recent changes are — I mean, Andrew and I sit back to back in an office, in a large office, and sometimes he'll shout across and he'll say, 'Look, can you see this journal has started putting a strapline under the title!' And we all crowd around and say, 'Okay, which other journals are doing that? How's that connected to what's inside the research article? Is it a new sentence? Is it a rewrite of a sentence? What sentence are they using?' You start from that. You start from doing that hard work. And then you're, in a sense, entitled to sit down with authors and they'll trust you to work with them on a piece of writing." Visit the Centre for Academic English here. Find an example of STEMM editing here.  Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/medicine

Listen to this interview of Hilary Glasman-Deal and Andrew Northern, teachers of STEMM communication at the Centre for Academic English, Imperial College London. We talk about what's so special about scientists: their communication! Hilary Glasman-Deal : "You know, if I left this work for just one year, it would be the devil-of-a-job to get back in because the communication norms in each field and even the language itself changes so fast that you've got to go like the wind in order to keep up to date. I mean, let's be honest, we're all a little bit lazy. We'd like to have material that we can fall back on, last year's material for this year's course. But because we can't do that, because we are at the mercy of whatever research articles we are faced with by our students and by faculty, there's no escape for us. That graft has to be done. And it's that graft that gives us the credibility for scientists to trust us in the first place. Without that, you just don't have a starting point. You've got to be absolutely on point in terms of understanding what's currently being published in their fields, what the recent changes are — I mean, Andrew and I sit back to back in an office, in a large office, and sometimes he'll shout across and he'll say, 'Look, can you see this journal has started putting a strapline under the title!' And we all crowd around and say, 'Okay, which other journals are doing that? How's that connected to what's inside the research article? Is it a new sentence? Is it a rewrite of a sentence? What sentence are they using?' You start from that. You start from doing that hard work. And then you're, in a sense, entitled to sit down with authors and they'll trust you to work with them on a piece of writing." Visit the Centre for Academic English here. Find an example of STEMM editing here.  Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Listen to this interview of Hilary Glasman-Deal and Andrew Northern, teachers of STEMM communication at the Centre for Academic English, Imperial College London. We talk about what's so special about scientists: their communication! Hilary Glasman-Deal : "You know, if I left this work for just one year, it would be the devil-of-a-job to get back in because the communication norms in each field and even the language itself changes so fast that you've got to go like the wind in order to keep up to date. I mean, let's be honest, we're all a little bit lazy. We'd like to have material that we can fall back on, last year's material for this year's course. But because we can't do that, because we are at the mercy of whatever research articles we are faced with by our students and by faculty, there's no escape for us. That graft has to be done. And it's that graft that gives us the credibility for scientists to trust us in the first place. Without that, you just don't have a starting point. You've got to be absolutely on point in terms of understanding what's currently being published in their fields, what the recent changes are — I mean, Andrew and I sit back to back in an office, in a large office, and sometimes he'll shout across and he'll say, 'Look, can you see this journal has started putting a strapline under the title!' And we all crowd around and say, 'Okay, which other journals are doing that? How's that connected to what's inside the research article? Is it a new sentence? Is it a rewrite of a sentence? What sentence are they using?' You start from that. You start from doing that hard work. And then you're, in a sense, entitled to sit down with authors and they'll trust you to work with them on a piece of writing." Visit the Centre for Academic English here. Find an example of STEMM editing here.  Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science

Welcome to English in America! I hope you're ready to practice listening!In this episode, we learn about meeting with a professor at a U.S. college or university and we practice listening to 3 different conversations, or scenarios related to this topic. Don't forget to subscribe to the podcast and to watch the corresponding YouTube video for every episode. My YouTube channel is English Teacher And Tutor. Here's a link to the YouTube video for this episode.If there's an American English topic or question you'd like me to answer or explain on the podcast, please let me know. This podcast is made for you and your input is important!Email me: Kim@EnglishTeacherAndTutor.comThank you for listening! Kim Bowman, EnglishTeacherAndTutor.comTo translate this text: follow this link and choose the language of your choice.Buzzsprout - Let's get your podcast launched! Start for FREEDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Support the show

Today I want to introduce some useful phrases and expressions to help you give business and academic presentations. Check out my blog to find a full transcript with all of the phrases I mention included. TRANSCRIPT - https://thinkinginenglish.blog/2021/08/13/useful-phrases-and-expressions-for-presentations-business-and-academic-english/ CONTACT US!! INSTAGRAM - thinkinginenglishpodcast (https://www.instagram.com/thinkinginenglishpodcast/) Blog - thinkinginenglish.blog Gmail - thinkinginenglishpod@gmail.com --- Send in a voice message: https://anchor.fm/thinking-english/message

Learning vocabulary is an important aspect of academic study. This podcast considers how much vocabulary to learn, the type of vocabulary to study, including formulaic phrases, and gives some tips on how to learn vocabulary.

In this episode of thinking in English, I'm going to introduce you to conversational English, business English and academic English! It is incredibly important to understand the differences between each type of English, and hopefully after this episode you will be able to decide which type is for you! TRANSRIPT -- https://thinkinginenglish.blog/2021/05/12/76-conversational-english-vs-business-english-vs-academic-english-whats-the-difference-english-vocabulary-lesson/ You may be interest in... 19. Eight Useful Business English Idioms 21. Phrasal Verbs Perfect for Formal Situations!! | Ideal for IELTS, TOEFL, Business, University and much more! (English Vocabulary Lesson) 27. Incredibly Useful English Idioms| Ideal for Business English, IELTS, Study Abroad, and more! (English Vocabulary Lesson) 45. Eight More Business English Idioms!! CONTACT US!! INSTAGRAM - thinkinginenglishpodcast (https://www.instagram.com/thinkinginenglishpodcast/) Twitter - @thinkenglishpod Blog - thinkinginenglish.blog Gmail - thinkinginenglishpod@gmail.com Vocabulary List Register (n) - the style of language, grammar, and words used for particular situations People chatting at a party will usually be talking in an informal register Proficiency (n) - the fact of having the skill and experience for doing something The job ad said they wanted proficiency in at least two languages Repetition (n) - the act of doing or saying something again His books are full of repetition frequency (n) - the number of times something happened within a particular period Complaints about the frequency of buses rose in the last year To encounter (v) - to experience something, especially something unpleasant When did you first encounter these difficulties? Dimension (n) - a part or feature or way of considering something His personality has several dimensions Credibility (n) - the fact that someone can be believed or trusted He complained that we had tried to undermine his credibility within the company To interpret (v) - to decide what the intended meaning of something is It's difficult to interpret these statistics without knowing how they were obtained Complex (adj) - difficult to understand or find an answer to because of having many different parts It's a very complex issue to which there is no straightforward answer Functional (adj) - intended to be used My furniture is functional, but unattractive --- Send in a voice message: https://anchor.fm/thinking-english/message

Side note: Due to audio please put this interview to the max volume. An interview with author Marc Roche, a business writing coach and an Academic English exam prep specialist for ten years. He has written over ten books such as ones to prepare you for the IELTS or the TOEFL exams and others about improving your business writing. He has recently released a new book called, “Email Writing Advanced.” This interview is about the drive to make a living off writing. For more information visit Amazon.com and search for Marc Roche.

While you put your heart and soul into your application, you may never hear anything back from some programs. The lower your application ranks, the more likely you'll hear nothing. In this episode, I cover how to communicate with a program that sent no formal email and how to improve your academic English. Need help with Phase 2, check out the courses at https://residency.teachable.com/

LYNDA:SARA, I've heard that you want to move into a homestay family.　　Is that correct?　　SARA:Yes, that's right.　　I've been staying with my aunt and now my cousin is arriving from Singapore and my aunt needs the room for him.　　LYNDA:Oh, that's bad luck.　　Well, I'll need to get some particulars first.　　SARA, what's your full name?　　SARA:SARA Lim, and that's SARA without the 'h' at the end.　　LYNDA:Mmm.　　How old are you.　　SARA?　　SARA:Twenty-three, only just.　　It was my birthday on the twenty-first of August.　　LYNDA:Happy birthday for yesterday.　　How long have you been in Australia?　　SARA:A year in Adelaide and six months in Sydney.　　I prefer Sydney, I've got more friends here.　　LYNDA:What's your address at your aunts house?　　SARA:Flat one, five three nine Forest Road, Canterbury.　　And the post code is two, o, three, six.　　LYNDA:OK.　　What are you studying now?　　SARA:I was studying General English in Adelaide and now I'm doing Academic English, because I'm trying to get into Medicine next year.　　LYNDA:That sounds good, but it'll take you a long time.　　When would you like to move out from your aunt's?　　SARA:My cousin arrives on Friday morning, so I'd better be out on Thursday.　　LYNDA:What, the seventh of September?　　SARA:Yes, that's right.　　LYNDA:That doesn't leave us much time.　　Right.　　OK.　　I need to know what kind of accommodation you'd like, so I can get you something suitable.　　SARA:Can I share a room with someone else?　　I've been alone in my room at my aunt's and I've always shared with my sister and I like that.　　LYNDA:Yes, fine.　　That'll save you money too.　　Would you like to live with a family or do you think that a single person would be better for you?　　I have lots of very nice single people on my books.　　SARA:Do you have any women living alone, retired women?　　LYNDA:Yes.　　I have quite a few whose children have grown up and left home.　　In fact, I have some really lovely retired ladies, living by themselves, who just love the company of students.　　Most of them live in flats, but that's not a problem for you, is it?　　SARA:Not at all.　　I'm used to that.　　My aunt lives in a flat too, remember.　　I'm not used to a big house with a garden, swimming pool, pets and all that.　　LYNDA:OK, fine.　　I know quite a bit about what you want now.　　I should let you know that your rent will be a hundred and sixty dollars per week.　　You'll have to pay me three hundred and twenty dollars as a deposit before you move in.　　The deposit is as insurance, in case you break something.　　You'll need to pay monthly to me, by cash or cheque, I don't mind.　　You don't need to pay for gas, electricity or water, but you will need to pay your proportion of the phone bill.　　Most families do that on an honour system, but you'll have to wait and see.　　SARA:Mmm.　　LYNDA:Have you got any more questions for me?　　SARA:When will you know where I can go?　　LYNDA:I'll work on it now, so come and see me tomorrow and I should have some news for you then.　　SARA:Thanks a lot.　　LYNDA:Goodbye.　　See you tomorrow - after lunch would be better for me.　　SARA:OK , see you then.　　Bye.

LYNDA:SARA, I've heard that you want to move into a homestay family.　　Is that correct?　　SARA:Yes, that's right.　　I've been staying with my aunt and now my cousin is arriving from Singapore and my aunt needs the room for him.　　LYNDA:Oh, that's bad luck.　　Well, I'll need to get some particulars first.　　SARA, what's your full name?　　SARA:SARA Lim, and that's SARA without the 'h' at the end.　　LYNDA:Mmm.　　How old are you.　　SARA?　　SARA:Twenty-three, only just.　　It was my birthday on the twenty-first of August.　　LYNDA:Happy birthday for yesterday.　　How long have you been in Australia?　　SARA:A year in Adelaide and six months in Sydney.　　I prefer Sydney, I've got more friends here.　　LYNDA:What's your address at your aunts house?　　SARA:Flat one, five three nine Forest Road, Canterbury.　　And the post code is two, o, three, six.　　LYNDA:OK.　　What are you studying now?　　SARA:I was studying General English in Adelaide and now I'm doing Academic English, because I'm trying to get into Medicine next year.　　LYNDA:That sounds good, but it'll take you a long time.　　When would you like to move out from your aunt's?　　SARA:My cousin arrives on Friday morning, so I'd better be out on Thursday.　　LYNDA:What, the seventh of September?　　SARA:Yes, that's right.　　LYNDA:That doesn't leave us much time.　　Right.　　OK.　　I need to know what kind of accommodation you'd like, so I can get you something suitable.　　SARA:Can I share a room with someone else?　　I've been alone in my room at my aunt's and I've always shared with my sister and I like that.　　LYNDA:Yes, fine.　　That'll save you money too.　　Would you like to live with a family or do you think that a single person would be better for you?　　I have lots of very nice single people on my books.　　SARA:Do you have any women living alone, retired women?　　LYNDA:Yes.　　I have quite a few whose children have grown up and left home.　　In fact, I have some really lovely retired ladies, living by themselves, who just love the company of students.　　Most of them live in flats, but that's not a problem for you, is it?　　SARA:Not at all.　　I'm used to that.　　My aunt lives in a flat too, remember.　　I'm not used to a big house with a garden, swimming pool, pets and all that.　　LYNDA:OK, fine.　　I know quite a bit about what you want now.　　I should let you know that your rent will be a hundred and sixty dollars per week.　　You'll have to pay me three hundred and twenty dollars as a deposit before you move in.　　The deposit is as insurance, in case you break something.　　You'll need to pay monthly to me, by cash or cheque, I don't mind.　　You don't need to pay for gas, electricity or water, but you will need to pay your proportion of the phone bill.　　Most families do that on an honour system, but you'll have to wait and see.　　SARA:Mmm.　　LYNDA:Have you got any more questions for me?　　SARA:When will you know where I can go?　　LYNDA:I'll work on it now, so come and see me tomorrow and I should have some news for you then.　　SARA:Thanks a lot.　　LYNDA:Goodbye.　　See you tomorrow - after lunch would be better for me.　　SARA:OK , see you then.　　Bye.

LYNDA:SARA, I've heard that you want to move into a homestay family.　　Is that correct?　　SARA:Yes, that's right.　　I've been staying with my aunt and now my cousin is arriving from Singapore and my aunt needs the room for him.　　LYNDA:Oh, that's bad luck.　　Well, I'll need to get some particulars first.　　SARA, what's your full name?　　SARA:SARA Lim, and that's SARA without the 'h' at the end.　　LYNDA:Mmm.　　How old are you.　　SARA?　　SARA:Twenty-three, only just.　　It was my birthday on the twenty-first of August.　　LYNDA:Happy birthday for yesterday.　　How long have you been in Australia?　　SARA:A year in Adelaide and six months in Sydney.　　I prefer Sydney, I've got more friends here.　　LYNDA:What's your address at your aunts house?　　SARA:Flat one, five three nine Forest Road, Canterbury.　　And the post code is two, o, three, six.　　LYNDA:OK.　　What are you studying now?　　SARA:I was studying General English in Adelaide and now I'm doing Academic English, because I'm trying to get into Medicine next year.　　LYNDA:That sounds good, but it'll take you a long time.　　When would you like to move out from your aunt's?　　SARA:My cousin arrives on Friday morning, so I'd better be out on Thursday.　　LYNDA:What, the seventh of September?　　SARA:Yes, that's right.　　LYNDA:That doesn't leave us much time.　　Right.　　OK.　　I need to know what kind of accommodation you'd like, so I can get you something suitable.　　SARA:Can I share a room with someone else?　　I've been alone in my room at my aunt's and I've always shared with my sister and I like that.　　LYNDA:Yes, fine.　　That'll save you money too.　　Would you like to live with a family or do you think that a single person would be better for you?　　I have lots of very nice single people on my books.　　SARA:Do you have any women living alone, retired women?　　LYNDA:Yes.　　I have quite a few whose children have grown up and left home.　　In fact, I have some really lovely retired ladies, living by themselves, who just love the company of students.　　Most of them live in flats, but that's not a problem for you, is it?　　SARA:Not at all.　　I'm used to that.　　My aunt lives in a flat too, remember.　　I'm not used to a big house with a garden, swimming pool, pets and all that.　　LYNDA:OK, fine.　　I know quite a bit about what you want now.　　I should let you know that your rent will be a hundred and sixty dollars per week.　　You'll have to pay me three hundred and twenty dollars as a deposit before you move in.　　The deposit is as insurance, in case you break something.　　You'll need to pay monthly to me, by cash or cheque, I don't mind.　　You don't need to pay for gas, electricity or water, but you will need to pay your proportion of the phone bill.　　Most families do that on an honour system, but you'll have to wait and see.　　SARA:Mmm.　　LYNDA:Have you got any more questions for me?　　SARA:When will you know where I can go?　　LYNDA:I'll work on it now, so come and see me tomorrow and I should have some news for you then.　　SARA:Thanks a lot.　　LYNDA:Goodbye.　　See you tomorrow - after lunch would be better for me.　　SARA:OK , see you then.　　Bye.

Lisa Leopold is an associate professor and program coordinator for The Middlebury Institute’s English for Academic and Professional Purposes Program. She brings over a decade of experience teaching survival and academic English to adult immigrants, refugees, children, and community college, university, and graduate students on five continents. Professor Leopold has delivered over 50 presentations at international conferences. Professor Leopold’s scholarly work has appeared in the TESL Canada Journal, the CATESOL Journal, and Communication Teacher.

Academic English, like any writing, has its own conventions or 'style'. This podcast considers 10 'rules' for good academic writing in English. These rules are concerned with the use of: formality (rules 1-5); objectivity (rule 6); precision (rules 7-8); tentative language (rule 9); explicit links (rule 10).

Hello everyone we're Kyle Alexander and Jaylon Caravagio. Welcome to the first episode of Unpopular Black Thoughts. In this episode we discuss if students are way too dependent on technology, if school and higher education is necessary for success, and if using academic english makes you white. Follow us on iTunes and Spotify. Social Media: @kyletheog_15 & @Jaymarcell_

I speak with Morag MacIntosh about the reality of teaching online during the Covid-19 lockdown.Ross Thorburn: Hi, everyone. Welcome back to "TEFL Training Institute Podcast." I'm Ross Thorburn, and before we get into this week, I wanted to play you a quote from Yuval Noah Harari, author of "Sapiens." This is him on Sam Harris' "Making Sense" podcast talking about all things online teaching.Yuval Noah Harari: This shift to online teaching. This can lead to all kinds of dangerous directions. A lot of the experience of going to college doesn't happen in class, it happens during the break time. With teaching classes online on Zoom, of course there are break times, but you're alone in your home. You don't meet the other students, for a chance in the cafeteria.I think that whatever happens to education, we should always remember the very central rule of the community and of social interaction...Ross: I wanted to play you this for two reasons. First, to me, it's amazing that people like Yuval Noah Harari and Sam Harris are now talking about online teaching. Second, that what you just heard him say about the importance of what happens outside of the classroom.I think it's so easy to forget with online teaching, and I think this is true of the podcast that we've done recently here on this topic, that we tend to focus on the changes that have happened inside the classroom.For so many of our students and obviously for so many of you that are listening, the coronavirus has really changed for millions and millions of people what's going on for them outside of the classroom. Obviously in language teaching, so much of what we do inside the classroom is based on what's going on in our students' lives.We always try to personalize lessons based on students interests, jobs, hobbies, vacations, whatever. If you're part of the world where students are also in self‑isolation, that's going to have a huge impact on what you can get students to talk about inside the classroom.I want to bring this up at the beginning because that's one of the themes I think that came up in this week's interview with Morag MacIntosh. Morag works for Live Language in Glasgow, mainly teaching Academic English and helping students there prepare for IELTS, and Morag's also currently studying for her diploma in TESOL.For the last few weeks, Morag's been teaching online, and really is an inspiration in this area in finding resources that I would have never thought to use in a classroom but using them to great effect. In this interview, Morag and I talk about the reality of teaching online, not just teaching online but teaching online during this period of self‑isolation due to the coronavirus. Enjoy the interview.Ross: Morag, thanks so much for coming on. I really wanted to talk to you about this, because to be honest, a lot of what I read on online in terms of teaching tips at the moment seems to come from people who have never actually taught online and they certainly aren't doing it now.Morag MacIntosh: No, and there's things like say to your students, "What was the best thing you did yesterday? What was the most exciting thing?" Right now, that is being published to say to your students. They haven't been out of their house, you're not allowed to go out. You can't say what's the best thing. There's no good thing about it at all. A lot of the stuff you read is not suitable.Ross: [laughs] I think that just shows how out of touch some people really are at the moment with the reality of what's going on. This is the other thing with online teaching. Simply taking what happens offline and trying to put it in an online classroom, it just doesn't work.Morag: I think it's just so intensive when you're online. Students get very tired. It's very concentrated. You can't just replicate the classroom in any way at all, that just wouldn't work out. There definitely needs to be a different approach.Why would you use pictures in a course book when you can have your own pictures that you've taken? You can share a screen of something from your country, you can show the real thing in your house.Ross: Absolutely. Let's talk, then, about some of the activities that maybe are more suitable for online teaching, especially at the moment. I presume a lot of the activities that you're doing in class now, you've just discovered through trial and error. Is that right?Morag: Yeah, I think that because we didn't have any training, we had to rely on our own resources more. We didn't have a lot of course books. We've got a lot now, because they've been produced for us, and we've been given access to them, but at first we just had to think outside the box. Use the resources that we had to. Use the environment. Just work with what we had on the spot.Ross: That environment, that you've mentioned there, Morag, is that just the students and the apartments that they're in? Where they literally physically are right now?Morag: Yes. I'm talking about their physical environment because you're in their living room or some other room, and it's their personal space. It's ready‑made, authentic materials, isn't it? You don't have to think, "Is this authentic?" or "How can I make it communicative?" or "How can I make this realistic?" It's realistic already, we don't need to have that problem.We use things, they bring things to show us. We'll go around and look at their rooms, we'll look at their furniture, ask questions about that. One day, we had somebody who had a flat type TV delivered, and we helped him. The instructions were in every language but of course, the one that we couldn't understand any of them.We needed some help with that and what tools to use. We had a lesson in that kind of vocabulary about tools like spanner, hammer. All of these things that people wouldn't normally... [laughs] Then we could see the physical things as well.Ross: I love that example. That's brilliant. I can remember teaching a unit on household tools before. It certainly wasn't very contextualized like that. Again, a great example on how actually teaching the students from home can be better for some topics. Is that something that you planned there? Or was that something that was just improvised?Morag: It sort of evolved. He was saying that he kept getting deliveries every few minutes. There would be his bell ringing in the background. Eventually I said, "What is that noise? What is happening?" and he said, "Oh, it's another delivery."I said, "What are you getting delivered?" That's what led to that. The next day, it was still lying there. We just looked at what he was doing with his package there and then there was the instructions. He was trying to read it out, and we would instruct him. It was like asking questions and directing him. What would you use?We didn't do the whole thing. Obviously he made it up after the class, most of it, but it was preparation. It was like describing a process as well, so it was helpful for their IELTS and writing. That's one of the tasks ‑‑ describing a process. I'm always thinking, how can this tie into their four skills.All the times so we had all the four skills were definitely covered. The next day, he actually took us to see the finished item. [laughs] That kind of rounded it up and it was quite good.Ross: Such a good point. It's so important in this situation that you link whatever is happening in class back either to the course book or the test that the students are studying for so that students can see the point of what they're doing in class.Obviously in the situation where course books haven't been designed for the current situation, I think it's very easy to deviate from that, and for students to feel that whatever they're learning really isn't going anywhere.Morag: Definitely. You've got to make sure that everything you do is going to be tied into that. You can just have a good time looking around peoples' houses, and it's not so productive. You need to remember that they're actually paying for a service.Ross: Do you want to tell us about how you do that in class? How do you relate the class content back to the learning goals?Morag: A lot of it's in the structure. They know the structure that my lesson's going to be. First, I would have them doing something in the chat box when they're all waiting because people arrive just at random times. It's very difficult to motivate yourself to get out of bed when you don't actually have to go out physically.I have that problem, so, when they arrive, they can do something like an activity in the chat box. Like write a sentence about something or post a comment for somebody else. Or a letter, and find an animal or a vegetable. All these kinds of things. Then after that, we usually use the flipped lesson approach.I think that's the best. They've done a lot of the work at home, maybe the fun stuff. They've looked at the video, they've run a podcast, something like that or a blog. They've sent a file and they're speaking, Vocaroo. They'll go into the chat room, and then they'll do a task connected to that. Once we come back, we'll do a fun thing.We'll maybe look out the window and see what we can see. Describe that. Or we'll show videos of what we've been doing on our walks outside. From there, I kind of evolve it from what happens, but I've got a structure in my head. I really take what they produce, and we work with that.Ross: You mentioned videos there, from students' walks outside.Morag: Yeah.Ross: Do you want to tell us a little more about those? What are they, and how do you use them?Morag: What I've done before is, because we're only allowed to go out here for an hour on our isolation walks. When they're outside, I've asked them if they could maybe take a video of where they go. That kind of motivates other people. It's quite boring to be in your house for 23 hours a day.Somebody showed the cherry blossom, and he was holding it in his hand, describing that. When we came back and we're listening to that, we're looking at what he did, then making up questions and things from that as well. Then they can follow that through with writing summaries to practice their vocabulary, and obviously focus on a grammatical point as well that's come up.Ross: Again, that's really great. Really making lessons highly personalized. With sharing those videos, again, you're doing something online that I think would be more challenging to do offline. Another thing I know that you've done before that I thought sounded fantastic was taking students on virtual tours of tourist attractions.Morag: Yes, we either do these at home, or I quite like to do them in the class so that the students are interacting with each other as well. We'll maybe share the videos as well, because they can get a lot more communication out of that.Some of the things that I've done are...When I was looking on the Internet, because we're on lockdown and it's a bit boring, a lot of things have been put online free for people to use just now. For example, Google Arts & Culture, they've made over 2,000 things free like cultural attractions and people can go and they can take a virtual tour.I thought, "I wonder if I could use this," adapt these into the lessons in any way. We can do things with going into museums. There's the British Museum. All the famous museums, [inaudible 10:57] the Louvre. For all these and you can take a virtual tour and walk around it. You can click on different artifacts and find out information about these.I can write a quiz for the students, as if they were actually going around the museum physically. Practices writing, practices speaking, and listening as well. Everything. We also had Edinburgh Zoo as well. You can look at live webcams of different animals there. They were able to choose one animal, for example, the panda.They could look and see what they were doing, and then you can go to the page on the website all about the giant panda and all the information about that as well. They were finding out information about different animals, the habitats, and the history of the animals. All that kind of vocabulary as well.Another good one that I've just done, I was doing it yesterday and today, we took a virtual tour of Buckingham Palace. I shared the screen with them, so we took the virtual tour together.We could speak about it like we were going around there in a group, rather than just looking at it. I wanted them to be interacting with each other and describing what we saw, like the materials. There was gold and plaster and all the different fabrics and the colors and all the objects.We could look in the throne room, and we could hear the queen speaking, so we can listen and making up a WebQuest for them to go around and find out different things. After that, going into the breakout rooms. They chose artifacts or a painting or the throne, something like that, and they could click on it, find out the information and they were going to write a summary. So, paired writing.Ross: Again, I think that's something that's useful on two levels, isn't it? It's great language practice, but it's also plugging a gap that students can't do these things outside a classroom.Morag: Yes, because we're missing out on all of that. They signed up to come for a cultural experience here, and they're not getting it. I'm trying to give them some of that as well that they're missing out on.Ross: Now, those breakout rooms that you mentioned there, they must be a huge help in keeping students engaged and involved.Morag: Especially if you have a large class, and especially if they're sitting with their videos turned off. People can get lost in the class. Sometimes, you don't know if they've fallen asleep, or if you've forgotten about them if you're going around asking people and someone's quiet, and you just see a blank screen, it's very easy to forget about somebody like that.Breakout rooms, they can work in twos or threes. Small groups, and you can choose the rooms. You can do it randomly, or you can manipulate it to have stronger and weaker students together. Just like in a classroom.It's good because then they have a chance to interact just with one or two other people. It really replicates the classroom situation, and the teacher can just pop out and in of each room. The only thing is you really need to set it up very, very carefully beforehand, because you can't be in two places at one time.If somebody's gone off on the wrong track, they might be the last room that you arrive at, and they're sitting there and they haven't done a thing.Ross: Yeah, I think some of those aspects of classroom management like group work are obviously so different to teaching offline. Especially when students turn off their webcams, that's the equivalent of students coming to class with a paper bag over their head.Morag: We can't enforce it, though I say to them, "It's your choice." I understand, if they've maybe just got up or something. Really, you've just got to work with that because you're going into their home. They might not want you to see their personal possessions. There's lots of reasons why they wouldn't have that video on.I feel like I understand that, but it does make it pretty difficult to gauge how they're working, if they're working quietly. That's why I don't have a lot of individual work. Ross: That was Morag MacIntosh, everyone. Thanks, Morag, for joining us. Thanks everyone for listening, and we'll see you again next time. Goodbye.

Quarantined? NO PROBLEM! Let's Learn English Online! Join the party on the facebook group.  Fluency Academy is right around the corner! Click here to join the waitlist. Donate which you prefer: $1=tea and $2=coffee Online learning and teaching because of COVID-19 (Coronavirus) has changed everyones lives. This podcast is just one demonstration of that. Keep reading below to learn more. About This Podcast Enjoy this uncut version of my online listening and speaking class (Academic English) class for advanced level students in the U.S.A. You can click here to watch the recording of this. Stuck at home due to the Coronavirus but still want to improve your English? This is my advanced speaking and listening class (Masters Listening & Speaking) class of online learners. Keep reading to find out what was taught, and how to be an online learner. In This Lesson This podcast is for teachers AND learners! If you are a teacher and are wondering "how to teach online," here is a great example. If you are a student (learning English online), you will see an example virtual classroom and learn some tips on how to be successful.    Tools Used: Zoom®  Macbook Pro Company curriculum Enthusiasm and biting wit...   A Couple of Things I used Zoom® to teach online, which is great, but you could use other programs. If you ever learned online before? No problem! Neither had any of these students from Gabon, Japan, Taiwan, China, Saudi Arabia, and South Korea. They did a great job! I explained to them some procedures, rules, and expectations for learning English online, or being an online learner in general, and how to be success in this class. What type of learners are these? These students come from a variety of backgrounds. Some are studying abroad, some are pilots (or studying to become one), while others are increasing their knowledge of English to study at a university in the USA. So, essentially, this class is a college prep. class. We focused on Turn-taking and social movements. We watched two videos to help us visualize AND increase our knowledge of different types of social movements and those who become leaders & followers of one. Tell Me: Have you ever joined/created a social movement? What was the outcome? What other suggestions could you make to students learning online for the first time?   Links to videos referenced: Social Movement  Julio Diaz Willie & Yelitza (*Note: the students did not listen/watch this one. I only referenced it and posted it in our virtual classroom homepage called "GEL") **Sorry, due to copyright laws, I cannot post the book or pages we used to learn about turn-taking in conversation/conversational discourse. 

David Adger is Professor of Linguistics at Queen Mary University of London, where he is Head of the School of Languages, Linguistics and Film. He has served as President of the Linguistics Association of Great Britain since 2015, and has authored a number of monographs on syntactic theory, in addition to the widely used undergraduate textbook Core Syntax: A Minimalist Approach (Oxford University Press, 2003). In his book, Language Unlimited: The Science Behind Our Most Creative Power (Oxford University Press, 2019), Adger brings foundational ideas in the cognitive science of language to a popular audience. The book moves quickly from an engaging call to linguistics to the three deep explanatory features of human language that frame the rest of the book, namely: our “sense” of syntactic structure; compositionality; and recursivity. Adger explores these deep aspects of language in areas such as how children learn languages, why some kinds of languages are unlearnable, and the apparent uniqueness of human linguistic ability, but also in less familiar territory such as constructed languages, the relationship between formal linguistics and sociolinguistics, and the difference between human learning and machine learning. In typically infectious and energetic style, the book even devotes two chapters to making binding theory and Merge accessible to a general audience. John Weston is a University Teacher of Academic English in the Language Centre at Aalto University, Finland. His research focuses on the relationships between language variation, knowledge and ethics. He can be reached at john.weston@aalto.fi and @johnwphd. Learn more about your ad choices. Visit megaphone.fm/adchoices

David Adger is Professor of Linguistics at Queen Mary University of London, where he is Head of the School of Languages, Linguistics and Film. He has served as President of the Linguistics Association of Great Britain since 2015, and has authored a number of monographs on syntactic theory, in addition to the widely used undergraduate textbook Core Syntax: A Minimalist Approach (Oxford University Press, 2003). In his book, Language Unlimited: The Science Behind Our Most Creative Power (Oxford University Press, 2019), Adger brings foundational ideas in the cognitive science of language to a popular audience. The book moves quickly from an engaging call to linguistics to the three deep explanatory features of human language that frame the rest of the book, namely: our “sense” of syntactic structure; compositionality; and recursivity. Adger explores these deep aspects of language in areas such as how children learn languages, why some kinds of languages are unlearnable, and the apparent uniqueness of human linguistic ability, but also in less familiar territory such as constructed languages, the relationship between formal linguistics and sociolinguistics, and the difference between human learning and machine learning. In typically infectious and energetic style, the book even devotes two chapters to making binding theory and Merge accessible to a general audience. John Weston is a University Teacher of Academic English in the Language Centre at Aalto University, Finland. His research focuses on the relationships between language variation, knowledge and ethics. He can be reached at john.weston@aalto.fi and @johnwphd. Learn more about your ad choices. Visit megaphone.fm/adchoices

David Adger is Professor of Linguistics at Queen Mary University of London, where he is Head of the School of Languages, Linguistics and Film. He has served as President of the Linguistics Association of Great Britain since 2015, and has authored a number of monographs on syntactic theory, in addition to the widely used undergraduate textbook Core Syntax: A Minimalist Approach (Oxford University Press, 2003). In his book, Language Unlimited: The Science Behind Our Most Creative Power (Oxford University Press, 2019), Adger brings foundational ideas in the cognitive science of language to a popular audience. The book moves quickly from an engaging call to linguistics to the three deep explanatory features of human language that frame the rest of the book, namely: our “sense” of syntactic structure; compositionality; and recursivity. Adger explores these deep aspects of language in areas such as how children learn languages, why some kinds of languages are unlearnable, and the apparent uniqueness of human linguistic ability, but also in less familiar territory such as constructed languages, the relationship between formal linguistics and sociolinguistics, and the difference between human learning and machine learning. In typically infectious and energetic style, the book even devotes two chapters to making binding theory and Merge accessible to a general audience. John Weston is a University Teacher of Academic English in the Language Centre at Aalto University, Finland. His research focuses on the relationships between language variation, knowledge and ethics. He can be reached at john.weston@aalto.fi and @johnwphd.

David Adger is Professor of Linguistics at Queen Mary University of London, where he is Head of the School of Languages, Linguistics and Film. He has served as President of the Linguistics Association of Great Britain since 2015, and has authored a number of monographs on syntactic theory, in addition to the widely used undergraduate textbook Core Syntax: A Minimalist Approach (Oxford University Press, 2003). In his book, Language Unlimited: The Science Behind Our Most Creative Power (Oxford University Press, 2019), Adger brings foundational ideas in the cognitive science of language to a popular audience. The book moves quickly from an engaging call to linguistics to the three deep explanatory features of human language that frame the rest of the book, namely: our “sense” of syntactic structure; compositionality; and recursivity. Adger explores these deep aspects of language in areas such as how children learn languages, why some kinds of languages are unlearnable, and the apparent uniqueness of human linguistic ability, but also in less familiar territory such as constructed languages, the relationship between formal linguistics and sociolinguistics, and the difference between human learning and machine learning. In typically infectious and energetic style, the book even devotes two chapters to making binding theory and Merge accessible to a general audience. John Weston is a University Teacher of Academic English in the Language Centre at Aalto University, Finland. His research focuses on the relationships between language variation, knowledge and ethics. He can be reached at john.weston@aalto.fi and @johnwphd. Learn more about your ad choices. Visit megaphone.fm/adchoices

David Adger is Professor of Linguistics at Queen Mary University of London, where he is Head of the School of Languages, Linguistics and Film. He has served as President of the Linguistics Association of Great Britain since 2015, and has authored a number of monographs on syntactic theory, in addition to the widely used undergraduate textbook Core Syntax: A Minimalist Approach (Oxford University Press, 2003). In his book, Language Unlimited: The Science Behind Our Most Creative Power (Oxford University Press, 2019), Adger brings foundational ideas in the cognitive science of language to a popular audience. The book moves quickly from an engaging call to linguistics to the three deep explanatory features of human language that frame the rest of the book, namely: our “sense” of syntactic structure; compositionality; and recursivity. Adger explores these deep aspects of language in areas such as how children learn languages, why some kinds of languages are unlearnable, and the apparent uniqueness of human linguistic ability, but also in less familiar territory such as constructed languages, the relationship between formal linguistics and sociolinguistics, and the difference between human learning and machine learning. In typically infectious and energetic style, the book even devotes two chapters to making binding theory and Merge accessible to a general audience. John Weston is a University Teacher of Academic English in the Language Centre at Aalto University, Finland. His research focuses on the relationships between language variation, knowledge and ethics. He can be reached at john.weston@aalto.fi and @johnwphd. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychology

David Adger is Professor of Linguistics at Queen Mary University of London, where he is Head of the School of Languages, Linguistics and Film. He has served as President of the Linguistics Association of Great Britain since 2015, and has authored a number of monographs on syntactic theory, in addition to the widely used undergraduate textbook Core Syntax: A Minimalist Approach (Oxford University Press, 2003). In his book, Language Unlimited: The Science Behind Our Most Creative Power (Oxford University Press, 2019), Adger brings foundational ideas in the cognitive science of language to a popular audience. The book moves quickly from an engaging call to linguistics to the three deep explanatory features of human language that frame the rest of the book, namely: our “sense” of syntactic structure; compositionality; and recursivity. Adger explores these deep aspects of language in areas such as how children learn languages, why some kinds of languages are unlearnable, and the apparent uniqueness of human linguistic ability, but also in less familiar territory such as constructed languages, the relationship between formal linguistics and sociolinguistics, and the difference between human learning and machine learning. In typically infectious and energetic style, the book even devotes two chapters to making binding theory and Merge accessible to a general audience. John Weston is a University Teacher of Academic English in the Language Centre at Aalto University, Finland. His research focuses on the relationships between language variation, knowledge and ethics. He can be reached at john.weston@aalto.fi and @johnwphd. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of the Hearts Entwined Podcast, Lyn talks to Carolann DeSelms, a certified DreamBuilder Coach and Life Mastery Consultant, to talk about how to know, deal with and overcome toxic relationships. They discuss the effects of substance abuse in relationships, the importance of forgiveness and gratitude, the many ways of living a happy life, and much much more... We invest so much in our relationships that leaving one doesn’t even cross our minds even if it’s not healthy, fulfilling or beneficial for both sides anymore. Know what’s best for your own self care and well-being. If you think staying with the person you love is going to be harmful to your health and well-being, then there are things that need to change. It’s time to get out of that toxic relationship! It’s a priority to recognise the need to love yourself first as a way to improve and develop healthy future relationships. Start listening in and join the discussion. KEY TAKEAWAYS Don’t beat yourself up because your relationship failed. You may not have had the awareness, all the resources and information you need to take the necessary action. You don’t know what you don’t know. Just understand you're not alone and that deep within, you know you're worth more. You can choose to either stay stuck and be resentful and angry or you can let go, move on and be healthy and happy. A person’s substance abuse can quite often lead to a toxic relationship. The addiction starts to negatively impact the relationship and impede its growth. It can be difficult to see at what stage this comes into play. Seeking professional help is highly encouraged if the relationship is to have any chance to heal, become healthy and thrive. It’s not your responsibility to 'fix' the other person. You can’t force them to do something, they have to want to do it for themselves. Once you've left a toxic relationship remember that forgiveness for them (not their behaviours) & forgiveness for yourself and gratitude are two things that can help you heal, move on and progress. Forgiveness is not about making terrible words or actions acceptable; It’s all about freeing and helping yourself. If you let your negative emotions about a situation go, you are instantly liberated and in a healthier place (they will no longer have any power over you) which makes it easier to move on. ‘You could be right.’ or ‘I’m sorry you feel that way.’ These are some suggestions that are better responses, that we can use to defuse a tense or potential conflict situation.  In future you can decide to stay away from toxic people but you have to keep in mind that no matter how people treat you, you can always choose to show compassion and kindness, to rise up, develop and grow. BEST MOMENTS “You can’t run someone else’s life. Manipulation is never a good thing to do.” “Don’t get mad. Don’t get sad. Instead be curious.” "Give them the dignity to do what they need to do for themselves. You don’t have to condone behaviour that is unkind or hurtful.” “We don’t have to be products of our past.” “Sometimes, we terrify ourselves with our imagination.” “Bad behaviour is not okay, but forgive the individual. The individual is not bad, it’s what they did that's bad.” “If you want to live a happy life, don’t make other people unhappy.” ABOUT THE GUEST Carolann DeSelms, Ph. D.   Certified Life Mastery Consultant and Dreambuilder Coach through the Life Mastery Institute, the premier transformational life coach training program founded by Mary Morrissey.   As a Certified Dream Builder Coach, Carolann can help you design and manifest a life that’s in harmony with your Soul’s purpose. For over two years, Carolann has worked especially with women who have left toxic relationships, helping them build their dreams, accelerate their results, and create richer, more fulfilling lives.  Carolann is professor emerita of Modern Languages from Marymount California University, where she taught American University success classes and Academic English to international students, helping them fulfil their dreams of being successful citizens of the world. As an international educator for over forty years, Carolann also worked with refugees and immigrants to the United States, helping them overcome fear and confusion and become comfortable and successful in a new culture.  As an Academic Advisor and Study Abroad Advisor, Carolann helped students from all walks of life succeed in transformational experiences here and around the world.  Since starting her work with Mary Morrissey and the Life Mastery Institute, Carolann is a sought-after life coach and professional speaker, offering inspiring workshops and transformational in-depth coaching programs that help clients achieve new heights of success, meaning, and spiritual aliveness. Official Website - carolanndeselms.lifemasteryconsultant.com ABOUT THE HOST   Lyn Smith – (The Queen of HEARTS) – Love, Dating & Relationship Expert   Lyn’s personal story is a very inspirational and harrowing one of how she went from having unhealthy and unfulfilling relationships with men (on the back of several serious traumatic sexual assaults in her teens) to now being in a soul fulfilling relationship which makes her feel alive, is full of passion and gives her inner peace. She has a proven track record as a Love Solutions - Relationship Expert / Trainer / Inspirational Speaker and Best-Selling Author based upon her own vast personal research, experiential learning and training with the world’s leading industry experts. Understanding the polarisation of masculine & feminine energy resulted in her creating massive attraction and a passionate, intimate, fulfilling relationship – that inspired her to design & present her own course programmes to share these break-through relationship techniques with women across the globe. HEARTS Entwined is a world-class service based on care and understanding, which is committed to providing step-by-step high-value love, dating and relationship solutions. Lyn makes a difference by helping you make a difference; she has a vision of contributing back on a global scale – to create a lasting legacy of safety, dignity and opportunity for children and women who have survived rape, abuse and severe trauma as a result of war crimes and sex trafficking – through the setting up of worldwide – ‘you can heal your life’ centres.   CONTACT METHOD   Email Lyn at lyn@hearts-entwined.com.  

In this episode, we chat with Angela, a Canadian who went to China for the first time in 2006, which is where she met her husband. She left China and returned, as so many expats do. Lucky for me, she came back to China in 2010 and worked at the same school teaching Academic English to students who were about to study abroad. Angela's relationship to languages and language learning is the complete opposite to mine: before learning Mandarin Chinese she fluently learned French, Spanish and Finnish, with a strong emphasis on speaking the language. She is now a teacher in Canada and is able to help International students from China and other countries, adapt to their new learning and academic life in a small study group environment as well. More info: https://www.stephfuccio.com/geopatslanguage/24 (https://www.stephfuccio.com/geopatslanguage/19) Support this podcastSupport this podcast at — https://redcircle.com/geopats/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacyCheck it out: https://www.getrevue.co/profile/stephfuccio

In this episode, we chat with Angela, a Canadian who went to China for the first time in 2006, which is where she met her husband. She left China and returned, as so many expats do. Lucky for me, she came back to China in 2010 and worked at the same school teaching Academic English to students who were about to study abroad. Angela's relationship to languages and language learning is the complete opposite to mine: before learning Mandarin Chinese she fluently learned French, Spanish and Finnish, with a strong emphasis on speaking the language. She is now a teacher in Canada and is able to help International students from China and other countries, adapt to their new learning and academic life in a small study group environment as well. More info: https://www.stephfuccio.com/geopatslanguage/24 (https://www.stephfuccio.com/geopatslanguage/19) Support this podcast

Cultivating Character in the Classroom. My name is Renée LaRoche.  I am currently teaching Academic English at Lexington Christian Academy.  I graduated from LCA in 1992 and it’s wonderful to be back home. For the past fifteen years, I’ve taught in public charter, traditional public, and private schools.  I’ve had 3rd, 4th, 7th, and 8th grade classrooms independently, and when my children were young, I substituted for students in Pre-Kindergarten through 12th grade. Regardless of what grade, setting, or role I have found myself, I’ve noticed how important it is for me to cultivate character in my classroom.  It is with that energy and passion that I find myself sharing with you today. Wherever you are, it is my hope that you’ll be able to take whatever works for you and leave the rest. Whether you’re a teacher, a colleague,  friend, family member, or if somehow you just happened to find this podcast.. I hope that it speaks to you in some way. Before I begin, so that you have some background understanding, I am currently teaching seven students who are enrolled in our Academic English and Cultural Immersion Program here at LCA,  Each of them are in eighth grade and are in their first or second year here in The States. A main focus of our program is to “develop fluency in English before moving on to Upper School.” My students take Academic English, American Studies, STEM, Arts, Music, and Physical Education.  The goal is to prepare them for success in an English-speaking college preparatory school. LCA is focused on cultivating one’s heart, mind, body, and soul.  The first unit of each school-year for me, in my classroom, concentrates on identifying, supporting, and communicating just that. I begin my year by ensuring that my classroom is designed for an optimal learning environment  I know that this might mean different things to each person who hears this… For some, it might mean that a classroom library includes all genres. To others, it might mean that flexible seating is available. Whatever systems or physical environments feel right to you, I support that.  I, personally, love color, comfort, and order. Therefore, my classrooms have always included brightness, organization, and flexible seating options. A tool that I’ve used to create sacred learning spaces for me is the book, “Creating the Peaceable Classroom” by Sandy Bothmer. Even if you’re not into Feng Shui or don’t find value in integrating music or movement into your daily routine, as a teacher. I think that we can all agree upon  the importance of setting a serene environment. I perceive that it’s a goal for all educators! :) I feel confident that you might find some strategies or advice that could yield amazing results, wherever you find yourself. After initial icebreaker activities are over, my students’ first academic creation is to write I AM poems in where they share who they are and who they wish to be with their class.  The website, “Read/Write/Think” has fantastic exemplars, which I’ve used over the years. That being said, being that this type of activity is so common for “back to school” or “get to know you” activities, a simple Google search would yield similar templates.   In the first week of school, after the routines are reviewed, I find that the most impactful area of focus is on character.  Having that as a baseline is truly foundational. Within a week of getting to know my students, I give them a list of 143 Character Trait Vocabulary Words.  If you teach, you might revise this list, according to your students. Being that my students are English Language Learners, when they receive this list, it’s overwhelming as their vocabulary is several grade levels behind native English Language students’.  I use Marzano’s six-step process to learn vocabulary as I have found that it promotes better retention and application. Therefore, I provide a description, explanation, or example for each of the words,

Dr Alex Marshall lectures in German and Academic English at Sheffield Hallam University. In this episode he talks about concepts of nationhood and Jewish identity in pre-war Vienna, as well as duelling societies, impressive beards and what we can learn from the telling of jokes. Warning: contains German grammar

We discovered goal setting last week, looked at the different elements of SMART goals and reflected on our strength and weaknesses to assess what would be an attainable and relevant goal for us in Grade 10 Academic English. We blogged about what we wanted to attain and how we plan on attaining it. Students also received feedback on this goal and make changes to improve it. During Mme Lalonde's Teach Me session today, she spoke about Podcasting professionally and in the classroom. The wrap-up activity was to have everyone participate in a podcast episode... Here it is!

Click here to get a transcript from today's episode

If you are a new listener to this award-winning podcast, welcome! I'm Craig. I’m Reza. With over 40 years of teaching between us, we'll help you improve your English and take it to the next level.(Grow your grammar, vocalize your vocabulary and perfect your pronunciation) In this episode: Academic English   Más podcasts para mejorar tu ingles en: http://www.inglespodcast.com/  More podcasts to improve your English at: http://www.inglespodcast.com/    Thank you to JUAN LEYVA GALERA who has become a Patron of this show. If you would like to support us and help us to our goal of $100 per month to give you transcriptionsof Aprender Ingles con Reza y Craig, go to patreon.com/inglespodcast Elisa from Finland sent us a message for the Christmas episode inglespodcast/82. ( http://www.inglespodcast.com/2015/12/20/reza-and-craigs-christmas-special-airc82/ ) She said "you guys sang surprisingly well" - She also gave some inside information on Santa's sleigh and recommends people visit the website santapark.com. Elisa said, "Santa Claus lives here in the Santa Park with Mrs Claus and Elves!"(I thought it was "Elvis"!) We also have a voice message from our good friend Mamen from Biescas. She listened to episode 81 about British and American English pronunciation differences : inglespodcast.com/81 ( http://www.inglespodcast.com/2015/12/13/british-and-american-english-pronunciation-differences-airc81/ ). Here is Mamen practising the different pronunciation of US and UK English…… There are reasons why Mamen is improving her English:-She’s engaging with the language.-She’s taking the time to practise speaking, record her voice, coming on Blab. (inglespodcast.com/blab)-She’s enthusiastic about learning. Listener Feedback: Jesús VélezHi Craig and Reza! Thanks for your podcast, I think it's fantastic. It's a huge help for "travelers" (commuters): my journey from my home to job (work) is about 120 km (1 hour...). I use your podcast to take my English to the next level. Currently, I'm preparing my C1. Would you mind to speak (speaking) about academic English? For example keywords I must use in the university with some colleagues, research concepts (paper, article, stay, fellowship...) I think there's a lot of material on the internet, but it's a disaster... There's no order at all. Thanks in advance (excuse me for my poor English) and continue with the programs!Kind regards, Jesús Vélez   ACADEMIC ENGLISH Academic English style is generally evident in a:Journal (like a technical/academic magazine); Text book; Essay; Academic article; Report; Dissertation; Thesis; etc. WRITTENLecture; Talk; Workshop; Presentation; Tutorial; Seminar; Conference; etc. SPOKEN Different style of language compared to General English. Key features include: More abstract, more impersonal, more structured, more organised, usually formal (written), often more technical, often more complex, avoids ambiguity, may include references to other sources. -Avoid personal pronouns, eg. I, me, you, us, etc. -Use the Passive (to be impersonal): eg. the liquid was heated to 20 degrees C; it can be seen that the species evolved. -Avoid contractions in written academic Eng., but usually OK spoken:eg. It will not be resolved (not “won’t”); the conclusions are not definitive (not “aren’t”) -Nominalisation = using nouns rather than verbs. This sounds more academic:eg. “...the Norman invasion of Britain in 1066, provoking a huge linguistic change.” is better than “...when the Normans invaded Britain in 1066 and it provoked a huge change.” -Use plenty of linking words or signpost your discourse: eg. Firstly; Secondly; Next; A further point; Finally; Lastly - LISTING Moreover; In addition (to); Additionally; Furthermore; What is more - ADDING INFO. However; Nevertheless; Nonetheless; Despite; In spite of; Whereas; Whilst; Although; Albeit; Notwithstanding; Be that as it may; On the other hand - CONTRAST/CONCESSION For example/instance; As an/one example; As exemplified by___; To illustrate - EXAMPLE According to Smith (1987); As Smith (1987) said; Smith (1987) wrote/stated - REFERENCE In conclusion; To conclude; To sum up; In brief; All in all; In short - CONCLUSION   Italki ad - Reza’s experience with a French teacher, Justine.   Common university campus terms: There are usually several departments in one faculty eg. the Department of Physics in the Science Faculty bachelor’s degree; master’s degree - comes after or is longer than a bachelor’s degree eg. She has a BA (Bachelor of Arts) in History; He’s doing an MSc in Mathematics (Master of Science) at Oxford. a doctorate or PhD - the highest post-graduate uni. qualification, requiring a few years of study, research and a doctoral thesis an undergraduate - a student studying on a bachelor’s (first) degree course a graduate - a person who has completed a bachelor’s degree course a post-graduate - a person who is studying on a higher course after passing their first degree a fellow - someone who (temporarily) teaches/researches (and perhaps still studies on a post-graduate course) at a university, but not a full lecturer a fellowship - the job given to a fellow a lecturer - a person who gives lectures at a university a professor - an experienced, distinguished, more senior lecturer (NOT the same as teacher) a grant - money given by the govt. to help support students throughout the year, depending on their financial situation a scholarship - money given by a university/college/school/company to a student because they won it or are poor but talented. halls of residence - official university accommodation on campus, usually a large block vice-chancellor (VC)- the top person in charge of a university (the dean in a North American college) pro-vice-chancellor (PVC)/deputy-vice-chancellor (DVC) - second in command, under the vice-chancellor higher education (HE) - tertiary-level education, ie. higher than primary and secondary education eg. university, college, medical school, etc. For the most common vocabulary used to study at HE level, the Academic Word List:http://ksngo.org/images/download/LDOCE_AWL.pdf Reza has taught Academic English at Queen’s University, Belfast and the University of Ulster. Here are a few well known books he has used:http://www.amazon.com/Writing-Academic-English-Edition-Longman/dp/0131523597 http://www.amazon.com/Presenting-English-Successful-Presentations-Updated/dp/1111832277 http://www.cambridge.org/us/cambridgeenglish/catalog/english-academic-purposes/academic-vocabulary-use/academic-vocabulary-use-answersAn example unit from the book:http://assets.cambridge.org/97805216/89397/excerpt/9780521689397_excerpt.pdf A great place to listen to talks and lectures on just about any (academic) topic:https://www.ted.com/talks ...and now it's your turn to practise your English. We want you to tell us if you have had experience of academic English. Have you been to university? Do you have a degree? Send us a voice message and tell us what you think. speakpipe.com/inglespodcast (90 seconds - need an app for mobile) Send us an email with a comment or question to craig@inglespodcast.com or belfastreza@gmail.com.Please show us some iTunes love. Write a review, give us some stars on iTunes.If you do that, we become more visible and more people can find us. Show us some love. On next week's episode: The Past Continuous The music in this podcast is by Pitx. The track is called 'See You Later' Please show us some iTunes love. Write a review, give us some stars on iTunes.If you do that, we become more visible and more people can find us. Show us some love.   Más podcasts para mejorar tu ingles en: http://www.inglespodcast.com/  More podcasts to improve your English at: http://www.inglespodcast.com/     On next week's episode: The music in this podcast is by Pitx. The track is called 'See You Later'

Click here to listen to The Minimal Pair: Episode 010Show Notes: The Minimal Pair Title: Don't Box Them InEpisode no: 010Date: Recorded on 5/30/14Topics in Language LearningIntroverts/Passive LearningSources: “Passive Learners vs. Introverts—A comment,” by Naomi Epstein (from the blog Visualizing Ideas) #ELTChat Summary from May 7th 2014—“How we deal with passive learners,” compiled by Lizzie PinardTalking points from both sources and our experiences:Distinction between “introverts” and “passive learners”Introverts didn't raise their hands, but were clearly listening; rather than conforming to the expected learning behavior, they adapt their own Passive learners seem completely disengaged from the lesson; often don't know what's going on, when things are due, and how to complete assignmentsMotivationStudents who have to be there vs. students who want to be thereAge and life experience as factors in student beahviorAvoiding labels, targeting the problem“Introvert” and “passive” are not mutually exclusiveNot important to argue over definitions or positive & negative connotations of eachMore important to focus on the behaviors inherent to both/all kinds of learners and how to make space for them in the classroomOur tips:IntrovertsVariety of activities (i.e. speaking vs. writing)Take it slow (build up to oral participation & give them time to think before responding)Partner work (gives them a space to build confidence)Passive LearnersMeeting them where they are (trying to get them to see it from their perspective)Academic contractFrequent conferencesHow our tips support distinguishing between the two,……but don't “box them in!”[24:30]MethodologyJournalingWhatInformal assessmentHomework/in-classWhoAcademic English studentsListening & pronunciation studentsGrammar?WhyReading comprehensionSummarizing, paraphrasing, & plagiarismVocabulary buildingDescription, Analysis, Self-reflectionReal world participation incentiveProgress monitoringWhen & Where At home vs. in classBefore reading vs. afterTesting situationsExtra creditHowSide-by-sideQuote-paraphrase-reflectVocabularyListening comp.Group workSTAR (Situation, Task, Action, Result) journalsDaily reflections[45:20]Culturally speaking…Cross-cultural communication Source: DFA Intercultural Global Solutions, LLC http://dfaintercultural.com/top-10-tips-for-communicating-with-anyone-in-the-world/ What are Dean Foster's tips and how do we use them in the classroom?Take your time – Ask the other speaker to slow down – Keep it simple – Don't be afraid to ask for help – Avoid baseball English – Skip the acronyms – Don't ask yes/no questions – Get rid of double negatives – Talk to more than one person – Start formal – Pay attention to the non-verbal – Be respectful, be interested, & be humble SHOUT OUTS: #ELTchat and everyone who participated in the conversation, especially Naomi Epstein and Lizzie Pinard)YOU our listeners! Thanks!Adjunct Action!Keep it minimal!

Alan Davies discusses the assessment of Academic English with Glenn Fulcher.

It is an Academic English structure and style for graduate student.

New Website!   http://www.EffortlessEnglishClub.comFree Email Course http://www.EffortlessEnglishClub.com/free.htmlNote-- The Free course does not give you English lessons. For those you go to the first website (they aren't free ;)   The Free course teaches you study methods for learning English faster :)

In this episode, we chat with Angela, a Canadian who went to China for the first time in 2006, which is where she met her husband. She left China and returned, as so many expats do. Lucky for me, she came back to China in 2010 and worked at the same school teaching Academic English to students who were about to study abroad. Angela's relationship to languages and language learning is the complete opposite to mine: before learning Mandarin Chinese she fluently learned French, Spanish and Finnish, with a strong emphasis on speaking the language. She is now a teacher in Canada and is able to help International students from China and other countries, adapt to their new learning and academic life in a small study group environment as well. More info: https://www.stephfuccio.com/geopatslanguage/24 (https://www.stephfuccio.com/geopatslanguage/19) Support this podcastSupport this podcast at — https://redcircle.com/geopats/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy