This is an extension of a recent blog post, A SCHOOL Framework for Making Learning More Inclusive and Equitable. Audio Gear & Attribution Microphone: Shure SM7B; Yamaha AG03 Mixing Console ; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - https://youtu.be/mfN6mzrkxws; Website - https://www.benjaminlstewart.net/

Link: Tea for Teaching | Pandemic Teaching: Week 109 on Podbean, check it out! Podpage Affiliate link: Source Podcast: Tea for Teaching, episode 235 (week 109) URL: https://teaforteaching.com/ Point of discussion: Asynchronous and face-to-face instruction are basically equivalent" (26:33).   Intro In episode 130, Learning Modalities in the English Language Learning Classroom...   Announcements English Teaching Forum Interview (Regional English Language Office - RELO México and Central América facebook page) - Interview, April 25, 2022     Key Points Taking From Tea for Teaching (episode 235) Problem Less time for PD Less time to interact Less time to catch up on reading Less time during the day More time spent following the news and latest news report and war in Ukraine (teachers and students) Less participation among teachers taking PD courses when compared to when teachers first entered the pandemic and learning new modalities was in higher demand. Less time to prepare for classes Challenges Mental health issues Greater differences in the quality and quality of student work. Students are still motivated to engage in class but perhaps less motivated to participate outside of class. Lack of focus among students - is different than a lack of motivation. Different expectations students have of the college experience. Different modalities Using the same instructional approach across different learning modalities. Asynchronous and face-to-face instruction are basically equivalent" (26:33). Inclusive teaching Providing learners structure Teachers need to provide more direction, more instruction, and more support than in the past. Recaps of lessons and what to do in subsequent classes "I'm a changed teacher, I can't go back." Hold office hours online. Recording an educational podcast   Learning Outcomes: Linguistic & Thinking Domains Reading, writing, listening, and speaking Grammar Vocabulary Pronunciation and prosody (i.e., the rhythmic and intonational aspect of language) Critical thinking: collaboration, cooperation, building consensus, decision-making, resolving cognitive conflict, problem setting, problem-solution, etc. Types of Communication Synchronous (live, in-the-moment interactions, whether offline or online) Asynchronous (offline or online interactions that occur over time) Delivery Offline (face-to-face or in-person interactions) Online (online or remote interactions) Philosophy & Theory Educational Philosophy Behaviorism Cognitivism Social Constructivism Connectivism Context Types of communication, delivery, and philosophy and theory are decisions made by the individual teacher but within the learning community/culture of the institution, home, and local society. Context also is based on the resources available: Time Technology Materials Knowledge/understandings Essential Question Around Learning Modalities in the English Language Learning Classroom How do philosophy and theory, delivery, and communication come together in such a way that learning outcomes are achievable? Audio Microphone: Shure SM7B; Yamaha AG03 Mixing Console; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - https://youtu.be/mfN6mzrkxws; Website - https://www.benjaminlstewart.net/

The English-Language Instructor Finding Flow is a recent talk I gave at the MEXTESOL Regional Conference in Aguascalientes, Mexico. I discuss ways of going about organizing one’s time through proper notetaking practices.

Course Information ​Course name: Writing Workshop Course link: Canvas Commons Course date: January 24, 2022 - June 3, 2022 (16 weeks) Semester: 4th semester, bachelor's degree in English language teaching --- The thesis statement is the "bridge" between a problem statement and skeleton (essay) outline: Problem statement Indirect question (condition) from the problem statement Direct question (from the indirect question above) Thesis statement (that answers the direct question) Thesis Statement Remember that a thesis statement should have three sections: Transition Sentence connector, introductory phrase, or subordinating clause connects what was said in the introduction paragraph (i.e., context of the problem, background information, etc.) to the thesis statement. A topic The thesis statement should include a topic (stated explicitly, without using a personal pronoun), which relates directly to the target audience of the essay. The topic is usually the subject of the sentence. Notice "there is/there are" is not being considered. An opinion, claim, position, proposition, etc. The opinion can also be considered your position, overall claim, main viewpoint, etc. The opinion is your verb phrase that might also include relevant phrases that provide additional information. The verb phrase in a thesis statement should not include a copula verb (i.e., "to be", etc.) The connector (subordinating conjunction), "because..." etc. Introduce your three key points by using the subordinating conjunction, "because"; that is, the key points are reasons that justify the "why", as an example. The connector or conjunction directly relates to the one main question word used in your problem statement. Choose one question word for stating your key points. Key points For a five-paragraph essay, consider listing three key points that will be the basis for each of your topic sentences that begin each of your three body paragraphs. The key points in your thesis statement are more general while the topic sentences state the same key points but more specifically (i.e., additional adjectives, phrases, and/or clauses). Example: Because English language learners often get distracted with technology, English language teachers should use cell phones in the class because they allow learners to interact with classmates outside of class, they allow learners to connect with outside experts, and they allow teachers to provide more timely feedback. Skeleton Outline Based on your thesis statement, create a skeleton outline that includes 1) a thesis statement and 2) three topic sentences that later will begin your three body paragraphs. English language teachers who allow learners to use cell phones outside of class create interactive learning opportunities that are not possible in the classroom alone. (Topic sentence #1) English language learners interact with classmates outside of class... evidence 1 evidence 2  Using cell phones to access online spaces, English language learners can reach outside experts to learn more about the subject matter. (Topic sentence #2) Connecting with outside experts through the use of cell phones provide... evidence 1 evidence 2  English language learners receive more timely feedback by setting up social media learning spaces for one-to-one teacher-to-student engagement. (Topic sentence #3) English language teachers can assess learners throughout the learning process...  evidence 1 evidence 2  ▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬ Music: Clover 3 by Vibe Mountain Video Link: https://youtu.be/GU3ABAWA-Jk ▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬

An argumentative essay is an academic text that requires research (from peer-reviewed journal articles) to argue for or against a particular point of view. An argumentative essay contains an initial claim (or initial argument), and counterclaim (or a counterargument or response), and a rebuttal (or reply or comment). An argument is only as good as its counterargument; that is, a good argument requires evidence that supports both the initial argument as well as the counterargument.  ​Initial claim: The initial claim contains evidence (from the literature) that supports the thesis statement of the essay. Counterclaim: The counterclaim contains evidence that supports the opposing viewpoint. The counterclaim explains what's weak or what's wrong with the initial claim. Rebuttal: The rebuttal contains evidence that supports the weaknesses of the counterclaim. Block Method For context, assume you are writing a five-paragraph essay where the first paragraph is an introduction paragraph, followed by three body paragraphs, and ends with a conclusion paragraph. An argumentative essay that follows a block method would dedicate the first body paragraph to the initial claim, the second body paragraph to the counterclaim, and the third body paragraph to the rebuttal. Point-by-Point Method An argumentative essay that follows a point-by-point method would establish three key points in the thesis statement whereby each key point is developed in each of the three body paragraphs. When developing each of the three points (in the body paragraphs), the initial claim, counterclaim, and rebuttal would appear throughout as necessary to create a sound argument. With a point-by-point method, there are several options: The first body paragraph contains the initial claim only; the second body paragraph includes an initial claim and counterclaim; and the third body paragraph includes an initial claim, counterclaim, and rebuttal. The first body paragraph contains the initial claim and counterclaim; the second body paragraph includes an initial claim and counterclaim; and the third body paragraph includes an initial claim, counterclaim, and rebuttal. There are several options available when writing a point-by-point argumentative essay, but there should be an initial claim to support each of the key points listed in the thesis statement (in each of the three body paragraphs). Problem vs. Problem-Solution Essay When narrowing down a topic and developing a thesis statement, consider whether you are writing a problem essay or problem-solution essay. The Persuasive Essay vs. the Argumentative Essay An argumentative essay is a type of persuasive essay, but the latter typically only include an initial claim. When writing an argumentative essay, the writer is trying to persuade the reader to take action or change one's mind or perspective, but does so by include strong initial and counterclaims, along with a final rebuttal.     

Summarizing how to narrow down a topic (Booth, Colomb, & Williams, 2008) Reflect on your topic-to-question statement: Topic: I wish to learn more about... Indirect question: because I want to find out what/why/how etc.... Significance: (Reflect on the reader's point of view.): in order to... First, distinguish between a practical problem and a research problem... Practical problem: Students are afraid to speak in class. Research problem: How can I provide feedback to students so that they feel more confident speaking English with their peers? Research solution: Provide individual feedback when requested during the task, and group feedback once the task has been completed. Practical solution: Avoid overcorrection or providing too much feedback to students. The structure of a problem statement One way to look at a problem: A problem consists of a topic + indirect question + significance I am studying teacher feedback [topic] because I want to find out when giving feedback allows students to feel more confident when speaking L2 with their peers [indirect question] in order to answer the bigger question of how teacher intervention can either promote or discourage student's oral production in class [significance, purpose, or objective]. Another way to look at a problem: A problem consists of a condition and a cost or consequence. I am studying teacher feedback [topic] because I want to find out when giving feedback allows students to feel more confident when speaking L2 with their peers [condition] in order to answer the bigger question of how teacher intervention can either promote or discourage student's oral production in class [cost or consequence]. The first (indirect) question, the condition, helps answer the second (indirect) question, the cost or consequence. Example: Knowing when to give feedback that allows students to feel more confident when speaking with their peers (question #1 or condition) addresses the bigger question of how teacher intervention can either promote or discourage student's oral production in class (question #2 or cost/consequence). Here are additional tips when searching for a problem to research: Ask teachers, students, administrators, and other experts in the field about problems they face related to teaching and learning an additional language. Search primary research articles for related problems to find relevant examples. Begin with a problem at the onset of your research, but understand that research problems may morph or emerge in different forms as one conducts a study. Six steps to writing a literature review Select a topic. (See above.) Search the literature. Develop an argument. Survey the literature. Critique the literature. Write the review (Machi & McEvoy, 2016) Situational Questions Consider the following groups of questions when trying to narrow down your focus. Participants Am I currently working (teaching)? Have I taught somewhere that might be willing to accept my research proposal? Have I taken classes somewhere that might be willing to accept my research proposal? Do I know anyone who is working somewhere that might be willing to accept my research proposal? Does my research objective relate to improving the BA in English language teaching at the UAA? Does my research objective relate to improving extension courses at the UAA? Does my research objective relate to improving foreign language courses at the UAA? Does my research objective relate to children, adults, or both? Data analysis What's my unit of analysis? What are my points of comparison? Am I doing a case study? Is my research design qualitative, quantitative, or mixed-method? What kind of data am I likely to collect? Which best apply to my research objectives: interviews, observations, document (content) analysis, focus groups, surveys, questionnaires, stimulated recall, etc.? Linguistic focus The mistake many researchers make is to focus too broadly on a linguistic aspect. Be specific in your linguistic focus.  Am I going to focus on speaking? Am I going to focus on writing? Am I going to focus on grammar teaching? Am I going to focus on pronunciation? Am I going to focus on vocabulary? Am I going to focus on material design? This could include adapting, reusing, repurposing, material, etc. Am I going to focus on information communication technologies (ICTs)? Am I going to focus on perceptions (opinions, beliefs, etc.) around a particular linguistic focus? Am I going to focus on teacher talk time versus student talk time? Am I going to focus on interactional patterns (social learning)? Am I going to focus on peer assessment? Am I going to focus on self-assessment? Am I going to focus on expert assessment? Expert assessment falls under a variety of areas: teacher feedback, expert feedback, formative/summative assessment, recasts, etc. Am I going to focus on learning strategies? Communicative strategies, writing strategies, critical thinking, etc.? Am I going to focus on motivation? Motivation itself is too broad of a topic, but you may begin here to narrow down a topic on the idea of motivation. Am I going to focus on cognitive development? Possible topics related to the English language learning classroom As you are narrowing down a researchable topic, consider the list below as a good place to start as one begins the process of narrowing down a researchable topic in the field of applied linguistics. Ask yourself the following questions: What problems or issues have I faced in the classroom or some other educational setting that relate to the learning process? What problems or issues have I faced in the classroom or some other educational setting that relate to the teaching process? What problems related to the classroom or some other educational context do researchers discuss when publishing peer-reviewed journal articles? Are there enough studies from the literature to support my argument? What are some keywords that relate to the answers to the aforementioned questions? Who is my intended target audience? Who would benefit the most from having read my academic text? Possible topics... Grammar Bilingual education Classroom discourse Corpus linguistics Cognitive linguistics Discourse analysis Grice and Implicatures: Understanding Discourse part 1, part 2, & part 3. Flipped learning; flex classes, hybrid classes, etc. L1 use in language teaching L2 transfer Learner autonomy Interactive/collaborative language learning. Task-based learning Problem-based learning Performance-based learning Language learning strategies Language exchanges (Links to an external site.) English for Academic Purposes English for Specific Purposes Generative grammar Language and culture Language and Gender Language and Identity Language Emergence as a complex adaptive system Language learning and technology Language teacher education: Professional development or professional learning among (English language), in-service educators Professional development or professional learning among (English language), pre-service educators Language testing: Formative assessment in the language classroom Formative vs. summative assessment in the language classroom Dynamic assessment in the language classroom Language exchanges Task-based learning Problem-based learning Performance-based learning Lexis Linguistic Imperialism Multilingualism Phonetics and phonology Systemic functional linguistics Multimodality Psycholinguistics Sociocultural theories Sociolinguistics: Motivation (Be careful to not choose motivation if narrowing down the topic becomes a challenge.) Translation Other helpful websites include Choosing and Refining Topics and Writing a Thesis Statement. Next... Once you have narrowed down a searchable topic, create a skeleton outline. References Booth, W., Colomb, G., & Williams, J. (2008). *The craft of research* (Links to an external site.). Chicago, IL: The University of Chicago Press. Machi, L. & McEvoy, B. (2009). The literature review: Six steps to success. Thousand Oaks, CA: Corwin Press.

In this episode, I provide an overview of my website, blog, podcast, newsletter, and online courseware. Video: https://www.benjaminlstewart.net/blog/bls_101-overview-of-online-spaces-used-to-make-teaching-and-learning-more-transparent#/ Audio Gear - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.net/; @bnleez (Twitter) --- Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

In this episode, I share a recent conversation I had with a learner regarding narrowing down a topic for a five-paragraph essay. The learner granted me permission to share our conversation publicly. Audio Gear - Microphone: Shure MV7; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.net/; @bnleez (Twitter) --- Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

In this episode I provide group feedback to English language learners from a recent speaking practice exercise: pronunciation and vocabulary, showing enthusiasm, and approaches to answering philosophical questions. **Audio Gear** - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.net/; @bnleez (Twitter) Intro- Episode theme Teaser: In episode 99, I'll provide group feedback for those taking Listening & Speaking II: pronunciation, showing enthusiasm, and how to answer philosophical questions. Socials: Twitter Key Points Review pronunciation: beach, image, things, applies, relaxed, blonde, dark complexion, acne, sky tram, visited, cute, attractive, beholder, and year. Show enthusiasm. Beauty is in the eye of the beholder: How to discuss philosophical questions. Outro

Weekly podcasts will continue as we've done the past semester with a few changes (in bold): Update the Excel file in your respective classes in Teams to reflect where your podcast episodes (audio or video files) will reside. Each week, you have from Wednesday to Sunday (midnight) to complete your podcast episode assignment in Canvas. To receive credit for completing the assignment, you must submit the URL to the podcast episode in Canvas (as explained in class). To receive full credit, you must submit URL to Canvas Sunday (by midnight). I suggest not to wait until Sunday night to complete your weekly podcast, which is why you have from Wednesday to Sunday to complete this task. After Tuesday following the due date for each week (Sunday), late submissions will not be accepted. Late submissions on Monday will receive a 10% grade reduction, and late submissions on Tuesday will receive a 20% grade reduction. Weekly Podcast Instructions Speak a minimum of 8-10 minutes per weekly podcast episode and no longer than 60 minutes. No interviews and each podcast should be done individually. Choose any topic that you wish to discuss the entire semester. It must be a topic you will not get tired of discussing each week over the 16-week semester. Include a hook, introduction (podcast name, tagline (slogan), your name, date, and key points of the episode), body (choose two-four key points), and conclusion (thank the audience, closing statement and/or what to expect in future episodes). Find an example of a podcast that serves as a model in how you present your intro and outro. Submit URL to podcast episode. Each of your episodes should draw on information (content) taken from other podcasts. The information taken from these sources should be included in your episode: 1) description of what was said, 2) your interpretation or feelings about the information (or how it relates to the key point of your episode), and 3) reference where you got the information (who said it). Avoid reading any text during your podcast episode. Using background music is optional. If you do use background music make sure to choose only music which is under the public domain (attribution not required) or a creative commons license (attribution required). Weekly Podcast Tips This semester, you'll produce a weekly podcast. Refer to the requirements below for completing each podcast episode. Choose your favorite podcatcher: Stitcher, Apple podcasts, etc. Review podcast requirements above. Use your cell phone (or computer) to record your episode. Record yourself in the Microsoft Teams application (audio and video) or your favorite app for recording your voice, then upload to your Microsoft 365 Onedrive shared folder or public podcast site. To complete the assignment, submit the URL to Canvas to the podcast episode (as stated above). Use Audacity (https://www.audacityteam.org/) to record yourself on your computer (audio only) or your favorite application. Use OBS (https://obsproject.com/) to record yourself on your computer (audio & video). or your favorite application. Contact me immediately if you have questions related to the technology needed to complete your podcasts. **Audio Gear** - Microphone: Shure SM7B; Microphone pre-amp processor: dbx 286s; Audio interface/recorder: Zoom Podtrak4; Screen recorder/streaming software: OBS; Video/audio editor and normalization (14 LUFS): Kdenlive; Music attribution - Joystock @ https://www.joystock.org/; https://www.benjaminlstewart.net/; @bnleez (Twitter)