Thursday, January 1, 2015

Happy New Year!



I would like to wish everyone a FRUITFUL and INSPIRING


NEW YEAR'S RESOLUTIONS


  • Keep writing/editing the 3rd book in the Do U English series (teaching at an orphanage in the Dominican Republic)
  • Travel around the West Coast (Yosemite, Crater Lake, Grand Canyon)
  • Start doing yoga to repair my back! :(
  • Finish my Master's in TESOL at USF
  • Find way to go hot tubing more often
  • Stay in touch better with friends and family
  • Walk over 250 miles
  • Learn to speak more Romanian
  • Eat healthier (start by trying to like tomatoes)
  • Don't let work consume me
  • Get a new phone (this is well overdue)
  • Spend more time playing the guitar
  • Read...something




Sunday, July 27, 2014

Borrow vs. Lend (Can you borrow me some advice?)


The verbs borrow and lend are often confused by English learners all over the world.  There are myriad of reasons for this.  One reason is that the verbs have a similar meaning, but are used in opposite directions. Borrow means "to take," while lend means "to give."   In order to distinguish which to use, one trick is to try substituting "take" for borrow and "give" for lend.  

Another reason for such confusion is because sometimes in a learners native language there may be only one word to signify both meanings.  For example, in Spanish the verb prestar is commonly used to indicate meanings of borrow and lend, although the true meaning of prestar is closer to lend.  When I lived in Namibia, the native language in my area was called Kwanyama.  In Kwanyama there is one word which signifies the English meaning of borrow/help/lend - kwafelenge.  This caused much trouble for the learners, as they'd sometimes ask me, "Sir, can you help me a pencil?"  However, more often than not they'd confuse borrow and lend as the the story below illustrates...       

“Mr. Wes, can you please borrow me $2?” asked a boy in grade 12 as I was walking home.  He was standing with a group of friends, each smiling to see how I’d react to this boy's request.  Getting asked for money was something I’d grown accustomed to in rural Namibia, and from time to time I’d get asked by some of the kids at school.  Interestingly enough, no matter where I went, everyone would always ask for $2.  Not $1, $3, or $4 - $2 seemed to be the standardized panhandling amount.  I had a longstanding precedence never to give learners money.  However, the education was free.  And if they asked me like this, I’d always correct them.

“You mean to say lend,” I told the boy.  “Borrow means to take something.  Lend means to give something.  So what should the question be?” I asked.

“Mr. Wes, can you lend me $2?” the boy appropriately corrected himself.  I told him good job and patted him on the shoulder.  He looked proud, and probably thought I may actually give him the money.  However, the lesson was not over.

“Now you realize,” I continued, “that in either case, the intention is that you’re going to return the money.  In this case, you plan to pay me back the $2.”

“Ouh, sir, but you are very rich!” the boy protested, and some of the others laughed.

“Nevertheless, if you ask me to lend you $2, then it means you plan to pay me back.  Now do you want to pay me back?”

“Of course not,” the boy said with a smile. 

“Okay, then what should you ask me?” 

The boy contemplated this for a moment.  I think he thought I was trying to trick him.  He looked to his peers for some assistance.  Finally, one of the boys said, “Have…use have.”

The boy turned to me again and asked, “Sir, can I have $2?”

Now we were getting somewhere.  I’m not sure if this little lend/borrow exercise would actually stick, but it was a common mistake that continuously needed to be addressed.  Of course, in the end, all the boy would have was an explanation.  But then again, most would agree that education is priceless.



Tuesday, July 15, 2014

FREE EBOOK! -------> Watermelon is Life (Free on Amazon 7/16 - 7/18)




AN INSPIRING TALE OF A VOLUNTEER TEACHER ABROAD! 

Namibia is a country of intrigue and mystique. Many of the country’s regions are economically deprived, but rich with culture and tradition. For one year, Wes Weston lives and teaches out in the rural countryside. Water and electricity are intermittent, donkeys and livestock roam the school grounds, and the pace of life is almost at a standstill. But Weston learns invaluable lessons in this new environment, ultimately discovering that perhaps one person can’t change the world, but the world can certainly change one person. 

Free on Amazon (US) ----> Watermelon is Life

Free on Amazon (UK) ----> Watermelon is Life




See what other have had to say...



Saturday, June 21, 2014

The Rain is Raining (An example of World Englishes)

When I began teaching in Namibia, it didn't take long before the rainy season fell upon us in full force.  In Namibia, the core of the rainy season lasts from January to March.  However, the true effects may not be felt until April or May, as the flood-waters from Angola rush over the border and fill the oshanas (the Ovambo word for flood plain).   

As 2010 got underway, the rains arrived late.  The rainy season in general was rather mild, or so I was told.  But by February, lines of dark clouds would suddenly burst onto the scene on a daily basis.  There was no better place to feel the intensity of the rain than from inside the classroom.  Since the roof to all the school's classrooms were sheets of corrugated metal, the sound of something hitting it – whether it be a tree branch or small droplet of water – would echo loudly throughout the room.  In the middle of my lesson, the rain might start tapping the metal roof intermittently.  I’d elevate my voice a few notches.  If I excelled at anything, it was projecting my voice throughout the room.  Yet the rain kept coming and the competition was on.  I’d try to carry on speaking, pretending to ignore the sound of water falling from the sky.  As the rain began to come down harder and louder, one by one it would grab the learners’ attention away from the lesson.  I was losing. 

Streams of water would rush off of the room and splash into an already flooded courtyard.  I talked louder, but as the clouds truly unleashed their full power, it ceased to be much of a competition.  The learners couldn’t hear a word I was saying.  Heck, I couldn’t even hear myself.  At that point I just stood there waiting for the rain's burst of energy to dwindle.  Sometimes it’d take a few minutes before I could properly resume the lesson.

One time, after a heavy downpour, the pelting sound of the rain subsided and a grade 11 learner in my English class, Walter, raised his hand.  I acknowledged his wish to speak.

“Mr. Wes, when the rain is raining we can’t hear anything.”

“Yeah, I know,” I said.  What did he just say?  I asked him, “Did you say the rain is raining?”

“Yes, the rain is raining,” he replied. 

“I don’t think that’s right,” I told him.  I always tried to be diplomatic when correcting the learners’ speech instead of just telling them, “You’re just flat out wrong!” because some of the learners were a bit sensitive since English was supposed to be one of their first languages.  “What you mean to say Walter is, ‘It’s raining.’”   

“Ooh, sir!” he said in mild protest.  The use of ooh in Namibia was another unique part of their English vernacular.  They said it frequently when beginning a sentence.  I was somewhat bothered by it in the beginning.  To me it sounded strange, but it was something I just had to get used to.  Walter continued, “I think it is you who is wrong.  In Namibia, we say 'The rain is raining.'” 

Other students confirmed Walter’s assertion.  To them, the rain was, in fact, raining.  The learners became more active and interested in this discussion since my authority of English was being questioned.  More people rallied to Walter’s side with similar comments.   

“Of course the rain is raining.”

“Look at what the rain is doing now – raining!”

“Ooh…Mr. Wes, how can the rain not be raining?”

It was 43 against 1.  Therefore, I didn’t stand much of a chance.  Worse yet, I was caught so off guard by this that I couldn’t explain that it was improper English.  In three years of teaching English, I’d never been questioned as to why this is.  To me, you just always say, “It’s raining.”     

The pronoun it is a singular neuter pronoun that can be used to describe any physical or physiological subject and/or object.  According to it’s Wikipedia page – that’s right, I’m citing an open-source reference – the pronoun also serves as a place-holder subject in sentences with no identifiable actor.  In this case, the pronoun it is called a dummy pronoun, whereas it does not refer to any particular agent.  An example sentence of this use would be – drum roll, please – It is raining.

At the time, I was the one who looked like dummy since I had no idea that a dummy pronoun even existed.  All I told them was that it is a generic reference to the weather.  But this isn’t even correct.  I then asked them if it’s possible in other cases as well, such as the snow is snowing.  To which, I received this response.

“Ooh, Mr. Wes, we have never seen snow.  So how can we know if the snow is snowing?  But I’m looking at the rain raining right now.” 

I couldn’t fault them for this logic.  Empirical evidence is often the best way to formulate your thoughts and opinions.  But English grammar is fact, not opinion.  Or is it?  This was my introduction as to a completely different usage of English.  And there were many more instances to come.  I discovered many differences in both pronunciation and vocabulary, which often caused great confusion on my part.  Who’s to say exactly where, and to what extent, an imperialist form of proper English should extend its authority?  Arguably, you could say that areas like rural Namibia are asking for English autonomy.  In some ways, it seems like proper English is powerless because even in my little village of Omungwelume, the rain is raining on its parade.

Sunday, June 15, 2014

Restaurant Role Play for Learners of English as a Second Language

The Restaurant Activity

Overview:
Role plays are a great way for students to actively engage in a lesson. When choosing the type of role play, teachers need to take into consideration the age of the students and the context of the activity. A fabulous role play that students of just about all ages can relate to and understand involves the restaurant environment.

How to Set It Up:
There are various ways teachers can set up this activity. Much will depend on the number of students available to take part in the role play. Ideally, the class should be divided into restaurant employees and customers. The employees have their designated position in the restaurant (waiter/waitress, host/hostess, cook, manager) and the customers can be divided into small groups. Have the customers enter and seat them accordingly. Run through the role play from ordering food to paying the bill. After, the students can switch roles and keep the activity going. The customers become the employees and vice versa.

Eliciting Conversation:
Create an interactive storyline. This may be more difficult with younger children, but for older students and adults you can build on the activity by providing students with a situation. Why are they at the restaurant? One group could be celebrating a birthday. Another group could be eating out with colleagues from work. Perhaps people are on a double-date. The scenarios are endless, and will give the customers conversation to develop on while they're at the restaurant.



Restaurant Vocabulary

Food Vocabulary:
Make a menu in class. You can let the students choose what food items will go on the menu or utilize learned vocabulary. Here are some food suggestions:

Sandwich
Soup
Salad
Hamburger
Cheeseburger
Chicken
Steak
Ribeye
Filet
Fish
Pasta
Spaghetti
Fettuccine
Pizza
Lasagne
Nachos
Eggrolls
Cake
Icecream
Pie



Restaurant Vocabulary:
Discuss some common vocabulary words that pertain to restaurants. Use real objects or pictures so the students have a visual reference. Here are some suggestions for creating a list of vocabulary words.

Menu
Appetizer
Entree
Dessert
Doggie-Bag
Breakfast
Lunch
Dinner
Take-Out
Check
Waiter
Waitress
Chef
Cook
Manager
Host
Hostess
Silverware
Napkin
Plate




Restaurant Script

Waiter/Waitress - Questions and Phrases
"Hello. How is everybody doing today?"
"Would you like an appetizer?"
"What would you like to drink?"
"Are you ready to order?"
"How is everyone's meal?"
"Would anyone like desert?"

Host/Hostess - Questions and Phrases
"Hello. Welcome to (Name of Restaurant).
"How many in your party?"
"Follow me please"
"Enjoy your dinner."
"Please come again"

Manager - Questions and Phrases
"Hello. How is everyone tonight?"
"Have a great night."
"Is there a problem?"

Customer - Questions and Phrases
"I would like a cola/juice/a glass of wine"
"I would like the ________."
"I would like to speak to the manager please"
"It's delicious"
"No thank you."
"Yes please"

To print out a complete script click on the link below. 
Restaurant Script





Make Your Restaurant Better

Menus:
Have the students create menus once a list of food items has been determined. This could be an arts & crafts activity. Allow the students to be creative in designing the restaurant menus.

Tables:
Create tables by pushing desks together. Set two to four chairs around the table. You can even throw a sheet over the top as a tablecloth. Place candles, flowers, or other miscellaneous items to make the setting appear more authentic.

Food:
Get creative when serving the food. Have some students work in the kitchen. They can draw the food on blank sheets of paper as the waiters/waitresses tell the orders.

Music:
Bring some speakers and an iPod into the room. Put on some background music at a low level. The music could even correspond to the theme of your restaurant.



Supplemental Activity - Word Search

To print out click on the link below.
Word Search

Wordsearch

Friday, June 13, 2014

FREE EBOOK! FREE on Amazon! FREE for Kindle! Get a FREE Ebook Today!!!

FREE BOOK! (Wednesday June, 18th -----> Friday, June 20th)

Happy Time Go Fast: Invaluable Lesson from Teaching English Abroad

PUT YOURSELF IN THE SHOES OF A FIRST-TIME ENGLISH TEACHER AS SOON AS YOU OPEN THE BOOK! 

Humorous, informative, lighthearted and educational, Happy Time Go Fast takes you inside the classroom and standing in front of the students. Wes Weston shares amusing stories and anecdotes that illustrate his misadventures with discipline, classroom management, positive reinforcement, and even school romance. These experiences are then put into context against the serious backdrop of English education in South Korea where the English craze is uncanny. 

Happy Time Go Fast also takes you outside the classroom, examining what it’s like to live in a foreign country. From learning the Korean language to learning how to use chopsticks, from discovering the fascinating world of Konglish to discovering the tranquility of Korean saunas, Wes Weston reveals some of the cultural norms and quirks of life in South Korea. 



Amazon US: Happy Time Go Fast

Amazon UK: Happy Time Go Fast

Saturday, May 31, 2014

A Lesson in Korean Konglish

Any country that’s trying to learn English, especially on a nationwide scale, will inevitably develop some sort of fusion between the national language and the English language.  When cultures and languages collide, there’s more of an overlap as opposed to a barrier.  Even in our own colloquial speech, foreign words are commonplace.  English has borrowed French words like chauffeur, fiancé, and entrepreneur.  Lager, Kindergarten, and wanderlust are taken from German.  In Korea there has been a surge of English words and expressions that have been put to use in Hangul.  The outcome has been the creation of what some may consider a sublanguage, a Korean/English hybrid known as Konglish. 

The phenomenon of Konglish is widespread throughout Korea.  Konglish is mostly unintentional, yet it has become staunchly embedded into Korean society.  The sphere of Konglish seems limitless in scope since it encompasses just about any English mistake a Korean might make such as pronunciation gaffes, translation mistakes, altered meanings, spelling mishaps, grammatical errors, or the inappropriate use of words or expressions.  Konglish ultimately keeps people from learning proper English and is something Koreans should probably learn to forget.

One day a young girl asked me during break time, “Teacha, do you like pija?”  

“I have no idea what pija is.  What is pija?”

“You don’t know pija?”  She and her friend giggled and looked at me like I had been living in a bubble all my life.  

“No, I don’t know pija,” I confessed.  “Is that your boyfriend?”

The girls laughed some more.  “Yes, I love pija,” and they continued laughing.

“Where is he?”  I stopped an unassuming boy wandering around the hall.  “Is this him?  Is this pija?”

“No,” said the girl.  “Outside…Mr. Pija!”  Both girls were practically rolling around on the floor after she said this.  I had no idea what was so funny.  I slowly backed away from the conversation and consulted one of my colleagues.

“Do you know a little boy named Pija?”

My colleague looked confused.  “Here?”

I shrugged my shoulder.  “I was just asked if I like Pija.”

“Oh…pizza!  They wanted to know if you like pizza.”

In retrospect the conversation made much more sense, but the idiosyncrasies of Konglish got in the way of what should have been a basic conversation.  In Hangul, pizza is spelled 피자, which is correctly pronounced as pi-ja.  This Hangul word is written on every single pizza establishment in Korea.  There’s even a popular pizza restaurant in Korea called Mr. Pizza.  When I finally put two and two together, the girl actually made a funny joke.  But I’m sure they thought the situation was mostly comical because their teacher was a complete idiot.

When you take a word from a different language and make it your own, people are likely to bastardize the pronunciation.  Pronunciation mistakes are common among Koreans since the Hangulization of English words leave vast enunciation discrepancies.  The alphabets are different enough so all sounds are not completely represented.  What you’re left with are words that are taken from English, but grossly mispronounced.  

Then there’s Konglish where meaning is interpreted or simply altered altogether.  In extreme cases, the word becomes fabricated into a meaning that’s nowhere close to the original.  For example, I’d always hear the kids say, “Teacha, my arm is sick.”  Jokingly, I may walk over and put my hand on the kids arm as if I were taking its temperature and say, “It’s a little warm but it feels fine to me.”  My audience failed to see the humor in this.  The misuse of this word comes from the fact that Korean uses the same word to represent both sick and hurt.  It’s difficult to grasp, especially for children, that one word in their language may be two different words in another language depending on context.  An example of a fabricated expression is eye shopping.  Any idea what common English expression this equals?  If students told me they went shopping, I usually asked if they bought anything.  Just about always they would reply that they were eye shopping (instead of window shopping). 

Other forms of Konglish are mere interpretations of English words.  Often these words could be put into context but would make you second guess if you actually heard them correctly.  Some of my favorite Konglish interpretations are:

      English                                           Konglish
Swiss Army Knife  ---------------   MacGuyver Knife
Underwear  -----------------------   Panties
Fart  ---------------------------------  Hip Gas
Motorcycle  -----------------------  Auto Bike
Cell Phone  ----------------------   Hand Phone

Even though some Konglish may be entertaining, it really isn’t a laughing matter since it impedes the English fluency that Koreans so desperately seek.  However, I always got a chuckle when one of the students would defiantly proclaim that someone dispersed hip gas into the air.     

Ultimately, Konglish just perpetuates a level of bad English among Koreans.  It’s an uphill battle since Konglish is everywhere.  You find it on t-shirts, billboards, in restaurants, and you even hear it on television.  So how do Koreans limit their exposure to Konglish?  There are a variety of things that can take place, all easier said than done.  Koreans should relinquish their reliance on electronic translators.  Businesses need to incorporate a level of grammar and spell check before promoting to the public since seeing Konglish in a public forum helps legitimize its authenticity.  Also, care should be taken by teachers in the classroom to address these issues and not exacerbate them.  The first few months I caught myself using Konglish words such as hip gas only because I thought it was funny.  When students heard me say these words, it validates Konglish since they view me as the be-all and end-all of English.  I could just imagine one of these kids traveling to America in the future to study abroad and inquiring to the other students, “Do you smell that hip gas?” 


Classic Konglish