Showing posts with label authentic. Show all posts
Showing posts with label authentic. Show all posts

Thursday, 12 March 2026

improve your speaking skills: find a speaking partner

How can we improve our speaking when learning another language? 

Very formalised exercises can help, such as doing practical dictation with online texts and audio, which will help us focus on good spoken English.

There's a less controlled way to stimulate talk - and one would be using video podcasts for listening and to generate speaking.

And Robbie from EnglishHarmony suggests we talk to ourselves to increase fluency and self-confidence.

We can even try practising our English speaking with ChatGPT.

But we can find real people to talk to - and through the website 'Conversation Exchange' - finding a speaking partner online is pretty easy.

There are lots of apps and websites for language partners - but the question remains: How do you find consistent language exchange partners? And the answer tends to be: "Sadly you have to pay someone to be consistent."

However, there are ways to find a speaking partner...

The online teacher Katie has some very practical ideas on How to find a partner for speaking practice - and talking to another "non-native" at least gets you developing your fluency and confidence, as Katie says:

1. First, you should try asking all your friends if they are interested. It’s very likely that you have a friend who is learning English or maybe you can find a friend of a friend. This is probably the easiest way.

2. The second easiest way is perhaps to try social media. You can find other people who are looking for a partner on Facebook, Instagram, YouTube, Reddit and many more. I have a Facebook group which you can join.

3. Don’t just look at social media pages for learning English. What are your other hobbies and interests? Join groups and follow pages related to your hobbies where the conversation is in English and join in!

And others have similar ideas - such as 9 Unexpected Places To Find Real-Life Language Partners by Fluent Language

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Saturday, 31 January 2026

the lexical approach with the lexical lab

This blog is very keen on the lexical approach - which involves seeing language working in terms of chunking and which can really help us understand how to learn a language.

The excellent lexical lab has lots of online resources on offer - but the founders Hugh Dellar and Andrew Walkley also put on courses at their HQ: English Teacher Training in London - Upgrade Your Teaching Skills.

With more from their latest newsletter We made it through the longest month:

One of the things that has helped me get through this dreary days is looking forwards to brighter things to come – and I'm clearly not alone as we've already had our first few bookings for the TEACHING LEXICALLY course we'll be running in north London this summer. Over two weeks in July, we look at the theoretical view of language that underpins the lexical approach and then unpack the implications of this view for classroom practice.

And there's more in their newsletter, which looks further at the lexical approach and, following from that, the communicative approach:

Finally, here's an excellent overview of some of the most recent large-scale studies into the degree to which AI is helping or hindering education. A word of warning: it makes grim reading for the hardcore tech evangelists out there.

And here's a great video on the way Gen-Z online slang owes a huge debt to the linguistic creativity of Black America.

Oh, and here's a piece on the degree to which what are often thought of as 'Americanisms' have permeated everyday English here in the UK.

Finally, if you get a chance to watch this wonderful BBC drama, do so. It's based around a guy with chronic OCD who's opted to teach Philosophy in a prison. It's warm, human, hard-hitting, very funny and highly original.

Also, in light of the recent appalling events in Iran, this documentary about female singers inside the Islamic Republic seems particularly pertinent.

To finish, don't forget their great Blog.

Enjoy - as both teachers and learners of English!

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Friday, 5 December 2025

yinka shonibare, artist

The future is African whether in language [Nigeria is the third largest country when it comes to English speakers] or music or politics. 

But also when it comes to art - with an exhibition happening at London's Tate Modern on Nigerian Modernism

As a review on the BBC says, Nigerian Modernism gets recognition, as "a transfer of the old ideas, old items, old technologies, old thought into a different, modern time". It is "projecting the present, and showing the way towards the future".

Certainly when it comes to art and culture, there are all sorts of adventures in art at the British Museum - from Status Symbols (1200 - 1400 AD), Ife head to The First Global Economy (1450 - 1600 AD), Benin plaque - the Oba with Europeans to The World of Our Making (1914 - 2010 AD), Throne of Weapons.

Another place to go for art in London is the Royal Academy and its summer exhibition - and back in 2014 it was British-Nigerian artist Yinka Shonibare at the Royal Academy.


Ten years later, and Shonibare was a gorgeously recognisable artist, although some critics say he's simply doing the same thing.

Judge for yourself in a new BBC documentary: In My Own Words - Series 2: Yinka Shonibare - BBC iPlayer [and a comment about being an artist at 25:50]

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Tuesday, 2 December 2025

cornelia parker, artist

From the Science Museum we looked at how art and nature interact:

discover how we have questioned our relationship with society, our bodies, the environment and found patterns in nature, as we continue to interpret and explore the world around us.

Another way of looking at the world could be how we see sheds - those little huts in the garden where we leave and forget lots of stuff:

or perhaps you prefer your sheds to explode...

which takes us to a reconstructed barn

A good place to see art in London is the Royal Academy summer exhibition

There is some great art happening, including from Yinka Shonibare, artist - whose work, as with many artists, is interesting to be seen next to others...

Including Cornelia Parker, also at Tate Britain in London - and New Zealand's City Gallery reopening with a bang with a major Cornelia Parker exhibition.


Cornelia Parker's 'Cold Dark Matter: An Exploded View’ (1991). SUPPLIED / Courtesy Tate Collection

These are brilliant ideas from Cornelia Parker - giving us Art from Destruction as seen in this recent video.

Finally in a new documentary from the BBC, In My Own Words, Cornelia Parker looks back over her extraordinary life and career.

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Wednesday, 19 November 2025

6-7 or parasocial or enshittification - what makes a good word of the year?

How do we add new vocabulary in English dictionaries

The problem is that the UK does not have an official language - nor does it have an official dictionary.

So, it's really a matter of choice as to what is put into dictionaries - or, rather, a matter of choice of those out there who are using the English language.

Looking at the online dictionary.com, it asks and answers the question: How Does A Word Get Into The Dictionary?

This is one of the most common questions we get—and it’s a great one.

The answer involves one of the most misunderstood things about dictionaries, so let’s set the record straight: a word doesn’t become a “real word” when it’s added to the dictionary. It’s actually the other way around: we add words to the dictionary because they’re real—because they’re really used by real people in the real world.

In other words, our lexicographers add a word to the dictionary when they determine that:

  • It’s a word that’s used by a lot of people.
  • It’s used by those people in largely the same way.
  • It’s likely to stick around.
  • And it’s useful for a general audience.
All four of these points are important. Our lexicographers look for use not just by one person, but by a lot of people. Of course, many words have different shades of meaning for different people. But to be added to the dictionary, a word must have a shared meaning (that is, it must communicate a widely agreed-upon meaning from one person to the next). If everyone used a word in a completely different way, we wouldn’t be able to give it a definition, right?

But what about how dictionaries claiming that x is 'word of the year'?

It's probably about marketing: getting the name of the dictionary out there. And it works! 

The Daily Mail says the internet is divided as Dictionary.com unveils its 2025 word of the year - or as The Independent tells us, ‘6-7’ is named 2025 Word of the Year: Here’s what it means...

Alternatively, as reported in the E L Gazette, the Cambridge Dictionary names parasocial as the Word of the Year.

This social media and Gen Z/Alpha derived vocabulary was critiqued in last year's choice, as reported in the Guardian: ‘What many of us feel’: why ‘enshittification’ is Macquarie Dictionary’s word of the year:

“The gradual deterioration of a service or product brought about by a reduction in the quality of service provided, especially of an online platform, and as a consequence of profit-seeking.”

Take your pick!

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Monday, 27 October 2025

the cosmopolitan, the multilingual, the multicultural: we are all citizens of somewhere

CITIZENS OF SOMEWHERE

The former UK prime minister Theresa May made a conference speech back in 2016, where she said:

if you believe you’re a citizen of the world, you’re a citizen of nowhere. You don’t understand what the very word ‘citizenship’ means. [see the Video]

But others would disagree.

In the annual set of Reith Lectures on the BBC, Prof Appia said: 'Mrs May, we are all citizens of the world,':

Real cosmopolitanism is not a privilege; it is an obligation. It does not belong to the rarefied circles of some frequent-flyer upper class.It belongs to anyone who cares about global justice, about the environment, about the alleviation of strife and carnage beyond our immediate national borders.

A disease that starts, unnoticed, in an African forest can devastate a Manchester family; CO2 emissions from India can derange the weather around the Gulf Stream; an ideological pathology that incubates in schools halfway around the world can bring down jets and skyscrapers.

We can be tempted to imagine - like children who think they can hide by closing their eyes - that our human concerns can stop neatly at the border, with a wider world kept forever at bay. But that is the unaffordable luxury.

If cosmopolitanism involves a simple recognition that our lives are interrelated in ways that transcend boundaries and that our human concerns must, too, it has brute reality on its side. A citizen of the world? Better believe it.

But where do the prime minister's ideas come from? Here we look at How Theresa May Understands People as 'Somewheres' and 'Anywheres':

One of these commentators is David Goodhart, whose book, The Road to Somewhere, ... manages to state the intellectual case for Mayism in a very concise way. The book’s central distinction – repeated ad nauseam throughout – is cleaved through the middle of the UK population. It is between “Anywheres”, who make up roughly 25 percent of the population, and “Somewheres”, who make up about 50 percent (the rest are “Inbetweeners”, although we’re never told very much about them).

The Anywheres are the hated metropolitan elitists of the Mayist narrative: high-achievers whose worldview values “autonomy, mobility and novelty”, placing a much lower value on “group identity, tradition and national social contracts”. They are comfortable with immigration, pro-international development and have progressive views about minority rights. Typically, they have what Goodhart calls “portable, achieved” identities – which means they’ve left the area they grew up in to attend a residential university and now live in London, or “even abroad”. The Anywhere worldview encompasses a broad swathe of educated society from “polished business executives to radical academics”.

Somewheres, by contrast, are the real bloody people of the UK. “Socially conservative and communitarian by instinct,” they have “rooted, ascribed” identities based on “group belonging and particular places”. They feel “uncomfortable about many aspects of cultural and economic change – such as mass immigration… the reduced status of non-graduate employment and more fluid gender roles”... 

Goodhart’s central distinction is bogus. Somewheres are supposed to be authentic, rooted in space and place; Anywheres, meanwhile, are inauthentic elites who have abandoned their roots to pursue personal success.

This doesn’t work for at least two reasons. On the one hand, Goodhart struggles throughout with the fact that – far from being placeless – Anywhere identity is in fact associated with one very specific place: London, which has a distinct culture of its own. On the other, it is conveniently forgetful of the very real financial struggles that young Anywheres in particular often face: leaving your hometown and moving to London is hardly any guarantee of great wealth...

Jonathan Freedland also doesn't like the easy divisions in his look at The Road to Somewhere by David Goodhart

First, in his sympathy for Somewheres he caricatures Anywheres. Too easily does his category – which, by his measure, should include between 8 million and 10 million people – collapse into an upmarket version of the hated “metropolitan liberal elite”. He makes the same mistake as Theresa May did when she declared last year: “If you believe you are a citizen of the world, you are a citizen of nowhere.” This is to assume that those who look outward are automatically disconnected from the people around them. But a visit to even the much derided, ultra-remain districts of, say, north London would show areas that are still genuine communities, right down to their neighbourhood street parties for the Queen’s 90th birthday. Anywheres come from somewhere too...

Where Goodhart goes wrong above all is on Britain’s ethnic and religious minorities. Even though he concedes that these groups can exhibit Somewhere-ish attitudes – prioritising stable families, for example – he frames them throughout as the cloud on the Somewheres’ horizon, the blot that has darkened the Somewheres’ previously sunny landscape. It is their arrival that has changed Britain beyond recognition, their presence that has to be dealt with.

Perhaps my own experience as a member of Britain’s Jewish community has skewed my perspective, but I’d suggest that the very qualities Goodhart most admires among the Somewheres – including neighbourliness, trust and a sense of shared destiny – are to be found in Britain’s minorities. They have not caused the social fragmentation he laments: globalisation, automation and a thousand other shifts bear more blame than they do. If anything, and especially in the cities, they point to a remedy for those Anywheres Goodhart believes have become unmoored. Minorities might be more of a model than a threat, more to be emulated than to be feared.

Even if that is asking too much, surely the task now is not to look back to the time when homogeneity made a cohesive society easy, but to ask how today’s heterogeneous society might be made more cohesive, despite the difficulties. Goodhart is right that people are more inclined to share with those they regard as their fellows: so the challenge is to make all citizens, including the newer ones, appear to each other as fellows.

COSMOPOLITAN, MULTILINGUAL, MULTICULTURAL PLACES

Firstly, a good question on Reddit: What are/were a few traditionally multilingual towns/cities around the world? : r/linguistics

HOIMA:

As for the most multilingual/cultural continent, it is Africa that is so linguistically diverse:

A study conducted by Shigeki Kaji of Kyoto University in 2013, centred on inhabitants of the Ugandan town of Hoima, found that the average inhabitant knows 4.34 languages. Interestingly, Uganda has no lingua franca, i.e. no common language used by speakers with different native languages. The average Ugandan therefore has to employ multiple languages during the course of daily life, depending on where he is and to whom he is speaking.

Such multilingualism is impressive, particularly when one considers that we are not talking about language scholars, but about average citizens just going about their business and flicking effortlessly between four or more languages.

WREXHAM:

We can consider Wales as Britain’s hidden corner of bilingualism:

Tucked away in the corner of the UK, one of the world’s most monolingual countries, you’ll find a beacon of bilingualism for the rest of the world: Wales. Out of the four home nations that make up the United Kingdom, Wales has led the way in its efforts to revive and promote the Welsh language, and has set a precedent for other countries all over the world. What makes this more impressive, is that it has managed to do so while living side-by-side with global giant English.

And Wrexham has been chosen as a bilingual town to promote the Welsh language...

SARAJEVO:

Today, there is life beyond war in Bosnia’s capital Sarajevo 30 years on. And despite all the attempts at ethnic cleansing, multicultural Sarajevo is the most diverse city in Europe.

CHERNIVTSI:

In his book Borderlines: A History of Europe in 29 Borders by Lewis Baston, the author walks us across these European borders and shares their stories. The book is named 'one of the most engaging and fascinating histories of Europe I've read for years' in a review by Dominick Sandbrook, the history podcaster.

Lewis Baston finishes his book by looking at Chernivtsi - "Secret Capital of Europe."

Deutsche Welle takes us to the undiscovered charm of Chernivtsi in a nice little video and there are many webpages looking at this town in the borderlands of Ukraine/Romania/Hungary/Slovakia/Poland, this place on the Brink: The forsaken Paradise , or this Little Vienna of the East.

Here's a very touching piece on coming across the book by someone whose grandparents lived there: Crying in bookstores, thinking of borders. And they finish:

Today, I teared up in a bookstore. Today, I bought a book because the first two paragraphs of its final chapter made me feel like crying. I picked it up and leafed through it to kill time, and because the title, Borderlines, caught my eye. I picked it up with some cynicism, wondering what this book might have to teach me about borders. I went to the last chapter, ‘The secret capital of Europe (Ukraine/ Romania)’ because I was curious what this book had to say about a border that tore hearts in half in my family. I read the first paragraph and I felt like crying.

CernăuÈ›i (Chernivtsi) was my paternal grandparents’ birthplace, a home they fled under duress as young people, and where they never returned. A childhood home my grandmother spoke of often, when I went to visit her in the summers. These few lines, read by chance today, seemed to echo her words. Her voice, and not the writer’s, filled the page under my eyes.

Thus it was that, picking up a book at random in a listless moment, I found myself fighting back tears in a little bookshop in a quiet seaside town more than 1,400 miles away from where my grandparents started their lives’ journeys.

I am tired of tyranny, greed, and borders seared with violence, borders that shift with the desires and interests of small-minded men.

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Friday, 3 October 2025

Lexical Lab: learn languages with an online teacher through everyday english and common words, chunks, idioms, phrasal verbs, phrases and expressions used in spoken language

Experienced teachers Hugh Dellar and Andrew Walkley have put together an online learning and teacher-training platform: Language Learning and Teacher Development | Lexical Lab

As this intro video says, it "looks at everyday English and common words, chunks, idioms, phrasal verbs, phrases and expressions used in spoken English".

Yes, it's using the lexical approach to learning a language!

There are very positive opinions about the site and service: Lexicallab Reviews | Read Customer Service Reviews of lexicallab.com.

They've got a blog.

And they've got a mailing list.

Looking at more about Lexical Lab, we learn that:

We have written one five-level General English coursebook series: Innovations, which was nominated for ESU award and two ELTons, and one six-level series, Outcomes, which is now in its third edition and has received widespread acclaim.

As trainers and methodologists, we have been strongly influenced by lexical views of language and by practice derived from lexical approaches to language. This led us to write a methodology book, Teaching Lexically, part of Delta Publishing’s multi-award-winning teacher development series.

To finish, here's the Hugh Dellar Interview - Teaching Lexically, Lexical Approach LEGEND! - YouTube

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Tuesday, 30 September 2025

clichés, pragmatics and how we use language to connect us beyond the actual words used

What is the purpose of language? Do words carry meaning? Is language communication?

These are questions Michael Rosen looks at in his excellent weekly programme on BBC Radio 4 - and this week, it's: Word of Mouth - It's not what you say, it's how you say it - BBC Sounds

Michael Rosen on the linguistic comfort food of clichés, pragmatics and how we use language to connect us beyond the actual words used. Derek Bousfield explains how words do more than carry meaning: context governs what we say and how it’s understood. Dr Bousfield is Reader in Pragmatics and Communication and Co-Director of The Manchester Centre for Research in Linguistics and co-author of Talking in Clichés: The Use of Stock Phrases in Discourse and Communication.

They look at Pragmatics - how we say things beyond what they literally mean - for example "How are you?" is not asking about your health/problems: Jay Doubleyou: pragmatics: it ain't what you say it's the way that you say it

Language is not literal! Especially in conversation, which is guided by culture and context.

Language is non-direct - for example: "Why don't we have a coffee some time?" is not making a specific arrangement to meet. Another example: "We'll see how it goes" means I don't agree with you but I don't want to talk about it any more. 

The British love understatement or litotes - which are codes to build rapport.

There is the world of clichés - and comedians such as Peter Kay enjoy playing with them. We use them all the time to connect people -  and that "we are all on the same page", to use a cliché.

We live by metaphors: Metaphors We Live By - Wikipedia [metaphor is a tool that enables people to use what they know about their direct physical and social experiences to understand more abstract things like work, time, mental activity and feelings.] and Metaphors We Live By: George Lakoff and Mark Johnson - YouTube [Lakoff and Johnson argue that metaphors aren’t just poetry, but a fundamental part of our brain conceptual system. That is, they’re central to the way we perceive ourselves, others, and the world.]

A favourite example from Prof Bousfield is 'literally': Urban Dictionary: literally

And a favourite from Michael is 'the bottom line': BOTTOM LINE definition and meaning | Collins English Dictionary and What does ‘bottom-line’ mean here? : r/EnglishLearning

The word 'cliché' comes from French: Cliché - Wikipedia

To finish this look at the programme, here's Derek Bousfield's book: Talking in Clichés: The Use of Stock Phrases in Discourse and Communication: Amazon.co.uk: Bullo, Stella: 9781108458139: Books

For decades, social perspectives, and even academic studies of language, have considered clichés as a hackneyed, tired, lazy, unthinking and uninspiring form of communication. Authored by two established scholars in the fields of Systemic-Functional Linguistics and Discourse Studies and Pragmatics, this cutting-edge book comprehensively explores the perception and use of clichés in language from these complementary perspectives. It draws data from a variety of both written and spoken sources, to re-interrogate and re-imagine the nature, role and usage of clichés, identifying the innovative and creative ways in which the concepts are utilised in communication, interaction, and in self-presentation. 

Observing a rich, complex layering of usage, the authors deconstruct the many and varied ways in which clichés operate and are interdependently constructed; from the role they play in discourse in general, to their functions as argumentative strategies, as constructs of social cognition, as politeness strategies, and finally as markers of identity.

And here's a look or two at clichés:

What is a cliché? Check out this list of examples.

SUPER IMPORTANT EXPRESSIONS | Clichés in Spoken English - YouTube

See also:

Jay Doubleyou: pragmatics

Jay Doubleyou: juergen habermas: communicative rationality and deliberative democracy

Jay Doubleyou: ambiguity is everywhere in englsh

Jay Doubleyou: behaviourism >>> krashen... pinker... skinner... chomsky

Jay Doubleyou: small talk, phatic communication and the games people play

Jay Doubleyou: english is not transparent

Jay Doubleyou: writing with register: a lesson in using different levels of 'politeness'

Jay Doubleyou: what is 'politeness' and how can we teach it?

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Monday, 8 September 2025

readability in the esl/esol/tefl classroom

When it comes to how easy/difficult a text is to read, we call that readability - and according to Wikipedia:

In natural language, the readability of text depends on its content (the complexity of its vocabulary and syntax) and its presentation (such as typographic aspects that affect legibility, like font size, line height, character spacing, and line length).

Higher readability in a text eases reading effort and speed for the general population of readers. For those who do not have high reading comprehension, readability is necessary for understanding and applying a given text. Techniques to simplify readability are essential to communicate a set of information to the intended audience.

There are websites devoted to this: What is readability? – Readable

And there are ways to test the readability of your website: Readability Test - WebFX Or any text: Free Readability Checker App | Check readability score of your text

But what about in the esl/esol/tefl classroom?

We can adapt authentic material for the language classroom: Adapting texts for use in the English language classroom – Nathan Hall

We can go a little deeper and get an overall difficulty score for our English content: Text Inspector: Analyse the Difficulty Level of English Texts

We can consider the students who have to work with the texts:  seminar-1-empathy-and-readability-2016.pdf

We can work on texts with a view to a particular test: Adapting Authentic Materials to Teach Listening and Reading IELTS Tests

And we can make use of ready-made texts which are made readable: Free Online Reading and Listening Resources for ESL Learners | Literacy Minnesota

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Monday, 1 September 2025

focussed listening for business english

How can we improve our listening skills for Business English?

Here's a good overview of the best business English listening strategies & exercises, including this list:

To help you improve your business English listening skills, we’ve compiled some practical tips and strategies that you can incorporate into your daily routine.

1. Practice active listening

Active listening involves hearing what is being said and paying attention to the speaker’s body language, tone of voice, and context. To practice active listening, engage with the speaker by asking clarifying questions, summarizing their main points, and providing feedback. You must also avoid distractions. No checking your phone or daydreaming! Focus on the conversation at hand.

2. Take plenty of notes

Another effective way to improve your business English listening skills is by practicing note-taking techniques. You can enhance your comprehension and retention of the information by jotting down key ideas, main points, and unfamiliar words. Some note-taking techniques include mind mapping and creating a database of useful phrases.

3. Record virtual meetings

Much like note-taking, recording virtual meetings is a great way of practicing your listening skills. You’ll have the video to refer back to if you miss something, and you can also relisten to the recording to pick up phrases your colleagues or clients use. You can also combine recordings with transcription software like Otter or Descript. This allows you to listen to the recording whilst reading along.

4. Attend English networking events

Networking events in English allow you to connect with like-minded professionals while gaining exposure to different accents and language styles. There are plenty of events worldwide, giving you a chance to practice and build your confidence outside of the office where the pressure’s off.

5. Listen to podcasts and YouTube videos

Try online resources, such as YouTube channels and podcasts, to supplement your learning. There’s plenty of content that focuses on business English, offering you an engaging way to practice your listening. More advanced learners might enjoy TED Talks, whilst beginners can find practice lessons like the one below...

When you build your listening routine, it’s important to ensure you’re listening to authentic materials. That way, you’ll be able to understand different accents and vocabulary used in a business context.
 Again, search for suitable content for your field. Entrepreneurs might enjoy the Diary of a CEO podcast, while the Dear HBR podcast is perfect for HR staff. If you’re a streaming junkie, shows like Succession and The Office can also provide light-hearted business English practice.

VIDEOS AND PODCASTS:

The British Council has some good lessons in B2 listening at LearnEnglish [as well as other levels]

And BBC Learning English - Business English is full of good quality courses and exercises.

Lectures from experienced business people can be found on the business pages of TED Talks.

And there are some fantastic YouTube videos - for example, Listening Practice to Improve Your Business English in 80 Minutes, where we hear lots of business phrases at normal and slower speeds.

But for authentic listening, you need to search for specific material, for example VAT and Financial Services and Sales Tax Vs. VAT. How they both work!

The question is how to listen, as there are many ways of listening - but using subtitles and slowing down the speed are very good ways to help focus on the language.

SHADOWING:

All the above audio material can be used to practice the shadowing technique - which is all about careful, focussed listening and which can be done on your own.

It's become much more mainstream recently - and many online tutors are giving tips on how to get the shadowing technique right

DICTATION:

Exactly the same audio material can be made use of at home - through practical dictation, with online texts and audio

And here's an extra place to go: Breaking News English Lessons at different levels and speeds to help you also with Business English Lessons.

USING AI BOTS:

Finally, we can do lots of practising your english speaking with chatgpt - and set things up to ask for all sorts of listening and conversation sessions.

Have fun!

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Saturday, 30 August 2025

to debunk: "to disprove a myth that is a grossly exaggerated or foolish claim"

'to debunk' is an interesting verb:

to show that something is less important, less good, or less true than it has been made to appear: "debunk a myth": "The writer's aim was to debunk the myth that had grown up around the actress." DEBUNK | English meaning - Cambridge Dictionary

If you debunk a widely held belief, you show that it is false. If you debunk something that is widely admired, you show that it is not as good as people think it is. DEBUNK definition and meaning | Collins English Dictionary

To debunk something is to take the bunk out of it—that bunk being “nonsense.” (Bunk is short for the synonymous bunkum, which has political origins.) Debunk has been in use since at least the 1920s, and it contrasts with synonyms like disprove and rebut by suggesting that something is not merely untrue but is also a sham—a trick meant to deceive. One can simply disprove a myth, but if it is debunked, the implication is that the myth was a grossly exaggerated or foolish claim. DEBUNK Definition & Meaning - Merriam-Webster

There's a lot of grossly exaggerated [over-the-top, blown out of all proportion, bigger than it really is] and foolish [very silly, not at all smart] claims being made...

In politics: 'All of us have a responsibility to debunk myths targeting refugees' | The National and Seven common tropes used to deny Gaza’s famine, debunked by an expert | The Telegraph

When it comes to conspiracy theories: 4 Ways Oncologists Use Social Media to Debunk Myths and Dispel Misinformation and Moon landing conspiracy theories, debunked | Royal Museums Greenwich

Even in sport: Debunking Outlandish Stances on Jaguars' Trevor Lawrence

The scientist, researcher and writer Emma Monk has been debunking since the Covid pandemic:  I now split my time between working as a Research Scientist in the Biotech industry and debunking spurious misinformation online.  Science — Emma Monk

For example, from 2022, she was interviewed by the BBC: Social media and some news outlets have spread claims this week that only around 17,000 people have actually died of Covid. We debunk. More or Less - BBC Sounds

Last year, four years on from Brexit, she debunked the myths around what happened since then in several iconic industries: How fishing was gutted by BrexitBrexit and farming and It's time to face the music - four years on from Brexit - West Country Voices.

And lately, she's been looking at the hottest topic there is at the moment: immigration: Are small boat migrants really 24 times more likely to go to prison? Spoiler alert: no. But here’s how the media got suckered by bad data and worse assumptions. - West Country Voices

Here she is being interviewed this week by Ian Winwood in The New World: Emma Monk, the one-woman debunking machine:


On the last day of July, Emma Monk happened upon a story which claimed that asylum seekers are 24 times more likely to end up in prison than people who are born in Britain. Arching a quizzical eyebrow in the direction of this (ahem) arresting figure, Monk, a 46-year-old scientist from the New Forest, ran the numbers. Mining data and government statistics, with empirical certainty, she discovered the claim was hokum...

Wednesday, 20 August 2025

new vocabulary in english dictionaries

ADDING TO DICTIONARIES

The E L Gazette has just let it be known that more than 6,000 new words have been added to the Cambridge Dictionary

Here's their latest blog entry: New words – About Words – Cambridge Dictionary blog

Their rivals do the same, for example, the new word entries from Oxford.

But how do they decide what goes into their dictionaries?

This is a piece from the Guardian looking at how new words are born from 2016:

As dictionary publishers never tire of reminding us, our language is growing. Not content with the million or so words they already have at their disposal, English speakers are adding new ones at the rate of around 1,000 a year. Recent dictionary debutants include blog, grok, crowdfunding, hackathon, airball, e-marketing, sudoku, twerk and Brexit.

But these represent just a sliver of the tip of the iceberg. According to Global Language Monitor, around 5,400 new words are created every year; it’s only the 1,000 or so deemed to be in sufficiently widespread use that make it into print. Who invents these words, and how? What rules govern their formation? And what determines whether they catch on?

Shakespeare is often held up as a master neologist, because at least 500 words (including critic, swagger, lonely and hint) first appear in his works – but we have no way of knowing whether he personally invented them or was just transcribing things he’d picked up elsewhere.

Microsoft Word is the most popular word processing program - and can helpfully 'correct' or suggest words for the writer. In a piece from a couple of years ago, it asks who decides what words are added to the dictionary? - both as a general question but also with an eye on its product.

The Oxford dictionaries are the most authoritative - and so we should ask how they decide if new words should enter the dictionary.

NO ACADEMY IN ENGLISH

The history of how the Oxford language was put together shows ... how to put a dictionary together! Here's a look from someone interested in languages (including French!): The Meaning of Everything: The Story of the Oxford English Dictionary by Simon Winchester – My French Quest

The point is that there is no 'official authority' when it comes to determining what is 'correct' in the English language: it's all about recording what is actually used by English speakers.

That's why the English doesn't language have an academy.

Here's a linguist's discussion on the fact that the English language does not have an official Academy

And here's a historical look at why the British said No Thanks to the Academy.

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Wednesday, 13 August 2025

diet or exercise?

The world is getting overweight:

More than half of humans on track to be overweight or obese by 2035 – report | Obesity | The Guardian

But is the problem what we eat?

The War on Obesity Heats Up: Big Food Drives Problem, Big Pharma Cashes In By Solving It - Global Wellness Institute

Research reveals big food companies rely on profiting from children’s health | School Food Matters

Big food companies must be held to account in obesity crisis | Obesity | The Guardian

Or is it a problem of our lifestyle?

Lifestyle Changes to Prevent a Heart Attack | American Heart Association

Basic rules for screen time at a young age can help reduce childhood obesity – new research • City St George's, University of London

There are lots of scientific papers being produced!

Association of Healthy Lifestyle Factors and Obesity-Related Diseases in Adults in the UK - PMC

Frontiers | Classification of overweight/obesity among Saudi adolescents relative to lifestyle behaviors using the IOTF or WHO reference standards

There is new research just out:

It has often been said that a sedentary lifestyle may lead to obesity. However, new research in a wide range of populations suggests that excessive energy intake, rather than a lack of activity, is the main driver of weight gain. A new study, is published in PNAS, suggests that the high rates of obesity associated with economic development are most likely caused by a high calorie diet containing a large proportion of ultra-processed foods.

Weight loss: Is diet or exercise more important?

A recent study suggests that what you eat—not how much you move—may be more important for managing weight.

Does Diet or Exercise Drive Obesity? New Research Weighs In

Is United States showing us all the future of our food?

The cereal aisle of our local supermarket in the suburbs of Washington DC is a place of both joy and pain for my family. Joy for my two sons, who run up and down marvelling at the colourful boxes emblazoned with cartoon characters who promise eruptions of sweet wonder within. But pain for me as I wince at ingredients lists packed with sugar, chemicals I can’t pronounce, and food additives that are either heavily regulated or banned in Europe.

America’s rotten food culture - The New World

It's all about ultra-processed food!

What are processed foods? Experts break down their impact on health

Not all ultra-processed foods are bad for you... study reveals the eight that actually make you healthier | Daily Mail Online

Ultra-Processed Foods Could Sabotage Weight Loss, Even on a 'Healthy' Diet : ScienceAlert

Kids' 'healthy' snacks that are secretly harming them, according to a gut health specialist | HELLO!

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Thursday, 31 July 2025

real-world language learning

LEARN ENGLISH IN THE UK! 

Now that the UK and Germany have committed to a school group travel arrangement after English UK secured visa-free travel for German school groups, there are now more opportunities for face-to-face learning in an English-speaking environment.

But how important is so-called real-world language learning?

LEARNING A LANGUAGE AS A LIFE-LEARNING SKILL:

A new campaign has been launched to make it a reality for young people:

The core message of the campaign is to create FOMO (fear of missing out) among young people, especially Gen Z. It positions language travel not merely as academic study, but as a transformative life experience. This includes making memories, building global friendships, and experiencing diverse cultures first-hand, directly contrasting with online-only learning. The strategy involves a global movement primarily on TikTok and Instagram, platforms where the target demographic is most active. The goal is to make language and educational travel a trending topic, drawing inspiration from successful destination campaigns.

The organisation ALTO is a global platform for leaders and decision makers within the language and educational travel industry - and ALTO launched its student social media campaign earlier in the year.

Here's more from the study travel industry, as ALTO launches its campaign:


Industry association ALTO has launched a new global social media campaign inviting students to share their experiences of studying abroad and inspire a new generation of language travellers. The ALTO #PassportToPeople campaign was described as a "a global call to celebrate real-life language and educational travel".

ALTO Where Leaders Meet said, “Aimed at encouraging language learning, international friendships, and meaningful cultural exchange, the campaign is designed to inspire a new generation to embrace the life-changing power of travel and studying abroad.”

The association is asking students to capture and share their personal moments, and to post brief, compelling videos or photos on TikTok or Instragram with the #PassportToPeople hashtag to “contribute to a collective story of connection, courage, and cultural discovery”.

REAL-WORLD LANGUAGE LEARNING:

The idea behind getting young people to the UK to learn English and getting them to personalise and directly share their learning experiences is that it's not only more fun but more effective to interact.

As one blogger says, real-life learning is about connecting language to the world:

As a passionate advocate for learner-centred language teaching approaches, I firmly believe that connecting language learning to real-world topics and contexts is the key to learner engagement and fostering life-long learning. If we can show our students how the language they are learning connects to their own everyday lives, and not only that, but also give them opportunities to discuss important topics that they care about, we are setting them on the path towards making English a natural part of their daily life.

The Oxford Uni Press agrees that it's all about bridging the gap - and how real-world connections make learning more meaningful - although this piece is about pushing a new book...

And interestingly, the 'unreal' world of AI is suggesting why real-world applications matter in language education

But to finish, here's another teaching blog looking at how to use real-life scenarios for language learning:

From birth, we naturally absorb the language around us, using it to express thoughts and interact with others. This process, called language acquisition, occurs in real-life situations where understanding is essential. Similarly, you can use real-life scenarios for language learning. Because, when learners engage with the language in authentic, meaningful contexts, it helps them understand and remember it better. This approach builds a stronger vocabulary and grammar foundation. Which helps you to transition from theoretical knowledge to practical, everyday use, making the language feel more intuitive. In this article, we’ll dive into how you can use real-life scenarios to learn a foreign language and boost your confidence while travelling or moving abroad. Let’s get started!

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Monday, 28 July 2025

what are the issues in the esl industry?

It's difficult to tell how the English as a Second Language market is going.

Some would say there is a growing demand for ESL teachers in the global market:

The English language training (ELT) market is anticipated to expand substantially in the years ahead, reaching a value of $107.93 billion by 2028. With the increasing prominence of English as the medium of international communication, businesses, governments, and educational institutions in non-English speaking countries are acknowledging the necessity of strong English language skills. Consequently, there is a huge increase in the demand for English as a Second Language (ESL) teachers worldwide.

However, others are saying that the Golden Age of ESL has ended:

There was a time when Japan and Taiwan paid very well for English teachers, with Korea and China taking over as economies shifted. In the middle east I worked with guys who started in the 60s and 70s in Africa, and also guys who moved into eastern Europe after the cold war. 

Now, though, with online teaching fully arrived (if not living up to high standards), AI around the corner, markets saturated with more people willing to go overseas to escape hardships, and less jobs in most of the previously stong Asian markets, seems the end of an era.

And now, following on from the surge during the pandemic, some are talking about the death of ESL online teaching:

The final blow came in 2021, when China implemented a ban on online teaching and introduced stringent regulations governing private tutoring services.

However, that comment was from two years ago - and much interpretation of the ESL landscape is quite persona,

Here's a very lively discussion thread on the problem with the ESL industry, which starts like this:

The lifestyle is too good to be able to resettle at home. Nowhere else have I been able to work 25 hours a week (total), met so many outgoing and social people, travelled as much, and seen so many interesting things.

I went home during the pandemic and life just feels dull. I work full time but have less disposable cash. My friends are more restricted anddont say yes to life as much. And here the roads are safe but dull. I think I'm going to have to go back into the esl life. I swore I'd give it up at 30 but I'm just not prepared to give this lifestyle up.

Anyone else in the same boat and just feels life is dull living in your home nation?

Here's more from Reddit on your opinion on ESL trap.

To finish with another perspective on what happens in the classroom, here's a look at the intrinsic issues in the ESL industry

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Sunday, 13 July 2025

to what extent does your class determine what you do with your life?

Class is a funny thing:

Jay Doubleyou: learning to use the appropriate register @ fawlty towers

Class is also a very serious thing:

Jay Doubleyou: america and class

Jay Doubleyou: class is the big issue in the united kingdom: part three

Jay Doubleyou: bad service is a class issue in the uk

To what extent, then, does class determine what you do with your life? And there's a lot of academic study on this:

How social class is reflected in our Psychology | BPS

The psychology of social class: How socioeconomic status impacts thought, feelings, and behaviour - PMC

If we look at how many working class people make a career in 'the arts' (painting, theatre, cinema, writing), then that's quite something:

Huge decline of working class people in the arts reflects fall in wider society | Culture | The Guardian

Working class creatives at ‘lowest level in a decade’ | Equity

Class inequality in the Creative Industries is rooted in unequal access to arts and cultural education - Creative Industries Policy and Evidence Centre

Nevertheless, some creative people do make it - and the story of one such painter has just been told on BBC radio:

BBC Sounds - The Secret Painter by Joe Tucker - Available Episodes

The story has really captured the art world:


The Secret Painter — Eric Tucker, the unknown artist compared to Lowry

The extraordinary story of the secret painter discovered in his eighties

The Secret Painter by Joe Tucker review – art for art’s sake | Autobiography and memoir | The Guardian

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Tuesday, 24 June 2025

native speakerism and bad hiring practices

We mustn't forget that English is a European language (where it is used as a second language everywhere; and have you heard the average Norwegian youngster speak the language?)

And we mustn't forget that English is an African language (where it is not only a second language, but also the first and official language across half the continent!)

It might be a question of how people sound - as there are lots of different African english accents. But we have to ask if the English speak English the best!

Certainly a lot of teachers around the world feel insecure about their accent - but there are so many ways today to empower educators to feel confident and prepared to teach pronunciation.

This then throws up the question: What is a native speaker teacher of english?

Which leads us to the notion of native speakerism (see Native speakerism: hiding behind privilege - E L Gazette) - or the "native speaker fallacy", which suggests that the ideal teacher of English is a native speaking teacher (see: NNEST - Wikipedia)

The latest E L Gazette looks at the latest story:

Language professionals challenge “native” requirement in hiring

After months of collaboration, educators Vincent Richard, Ana Jovic, Meri Maroutian and Dr Natalia Wright have published an open letter to the Council of Europe addressing what they describe as “the misuse” of the Common European Framework of Reference for Languages (CEFR) in the hiring practices of many educational institutions and employers globally.

An excerpt reads: “The CEFR was designed as a structured scale to assess communicative competence, not identity. Proficiency is achieved through study, exposure, and practice—not through birthplace or upbringing. Conflating “native” with advanced CEFR levels misrepresents how language skills develop and devalues the effort required to reach high levels of proficiency. It creates confusion for both job applicants and students.”

Speaking exclusively to EL Gazette, Vincent Richard said: “This letter has already drawn a lot of attention, especially on LinkedIn. Some prominent academics, teachers and teacher trainers, for example, have already signed it. This is very satisfactory. But for it to really have an impact and encourage the Council of Europe to respond, the campaign must continue. We want as many people as possible to sign it, of course, and we will be especially pleased and grateful if the big actors which we have invited to sign the letter, take the plunge as well. One of the reasons why native speakerism and bad hiring practices carry on is the law of silence. This must cease. There are people and institutions which could take a clear stance at last and make a real change. So here lies an opportunity!”

Sunday, 15 June 2025

why children are better at acquiring languages

Linguist Peter Trudgill has been writing for the New European for the last decade - and his pieces are always a wonderful insight into how language works.

Here's his recent piece on why children are better at acquiring languages. [And you can access three articles a month from TNE]

Why learning language is child’s play

Children have an innate ability to learn foreign accents that is lost as they grow up... but is it always an advantage?

Peter Trudgill 28 May 2025

The distinguished Swedish linguistic scientist Prof Östen Dahl once wrote that, when it comes to language-learning, “human children have an advantage compared to adult members of their own species”.

The point is that human beings are genetically programmed to learn perfectly any language they are sufficiently exposed to in early childhood, while it is an extraordinary adult who is capable of doing the same thing.

This is particularly obviously true when it comes to pronunciation. Virtually everybody who starts learning a language after the age of eight or so ends up with a non-native accent. But there are advantages to this. It can be helpful if you are a foreigner to sound like one.

A young woman I knew who had been born in England to Polish refugee parents, and had grown up in Britain bilingual in English and Polish, reported that she experienced severe difficulties when she first moved to Poland to take up a job there. Polish people in Warsaw could tell from her accent that Polish was her mother tongue, so they therefore quite rapidly came to the conclusion she was crazy or stupid because she did not know how to do all the many Polish things which any adult Pole would know how to do.

During the act of speaking, our pronunciation depends on millimetre-accurate movements of our tongue and lips, and millisecond-accurate synchronisations of these with the movements of our vocal cords. We learn how to do this as very small infants by mimicking precisely the speech sounds of those around us.

Since these acts of speaking involve producing individual speech sounds thousands of times a day, these movements eventually become deeply automatic and hardwired in the infant, and they are therefore extremely hard to override later on, thus leading to foreign accents in adolescent and adult learners. There is lots of individual variation here, but most people lose the innate ability they had as infants between the ages of, say, eight and 14.

There are rare exceptions: the late Robert Maxwell – millionaire, media proprietor, MP, crook – who was born Ján Ludvík Hyman Binyamin Hoch – sounded remarkably like an Englishman when he spoke, even though he grew up in eastern Europe speaking Yiddish as his mother tongue, and started learning English only at the age of 17 (see TNE 233). But for the vast majority of us, this degree of achievement is impossible.

This raises an interesting question: is there any point in a non-native learner trying to sound like a native speaker, given that they are never going to succeed? I would say that the more you try to acquire a native-like accent, the nearer you will get to that goal – which will generally make it easier for native speakers to understand you. But of course it may not necessarily make you more intelligible to non-native speakers: a Greek friend of mine claims that he always enjoys visiting Italy because he can so readily understand the English spoken by Italians – and, equally, they can understand him easily, too.

It is also of course the case that native speakers tend to speak more rapidly than non-natives – they have normally, after all, had a lot more practice! – and speed can also cause comprehension difficulties for listeners.  

Why learning language is child’s play - The New World

There has indeed been a lot of thought and interest given to this:

Do Children Soak Up Language Like Sponges? - The New York Times [again, there is access to the article, when you create a free account]

And this is how to do it with kids:

How can young children best learn languages? | British Council

Kids Should NOT Learn Languages in School (here's why) - YouTube

Finally, this is perhaps how to do it with adult:

Can You Learn a Language Like a Kid? - YouTube

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Wednesday, 30 April 2025

pop videos for learning english

There are lots of great places to go on YouTube:

Learn English with Music - YouTube

10 Great Songs For English Fluency & How to Learn with Music - YouTube

Planet Pop by ELT Songs - YouTube

Learn English with Michael Jackson: 10 Pop Songs (to improve your fluency) - YouTube

Here are some suggested guides on how to do it:

A step-by-step guide to learning English with songs

  • Choose a song that's in English. It can be any song at all. ...
  • Listen to the song. Do you understand all of the lyrics? ...
  • Read the lyrics. Find the lyrics online. ...
  • Notice pronunciation. You may notice some strange-looking words! ...
  • Listen again and join in. ...
  • Sing along.

The power of music: How to learn English with songs | LearnEnglish

8 Tips for Learning English with Song Lyrics | FluentU

Here are some lessons:

Learn English With Songs - Online Lessons and Exercises

ESLSongs.com | The best pop song lyrics to teach ESL English

And more from Google's AI search:

Learning English through pop songs can be a fun and effective way to improve your listening skills, expand your vocabulary, and improve your pronunciation. Here's how:

1. Choose your songs wisely:
Start with songs you enjoy and that have clear, easy-to-understand lyrics. Songs by artists like The Beatles or Ed Sheeran are often recommended for their simple and relatable language.

2. Listen actively:
Don't just passively listen; actively engage with the lyrics. Try to pick out new words and phrases, pay attention to the rhythm and flow of the music, and try to understand the meaning of the song.

3. Read the lyrics:
Find the lyrics online and read them while listening to the song. This will help you connect the written words with the spoken words and improve your understanding.

4. Sing along:
Singing along is a great way to practice pronunciation and rhythm. Try to mimic the singer's pronunciation and sing along to the beat of the music.

5. Look up new words:
If you encounter new words or phrases, look them up in a dictionary or online translator. Understanding the meaning of new words will help you understand the song better and expand your vocabulary.

6. Use music videos:
Watch music videos to see how the lyrics are interpreted visually. This can also help you understand the context of the song and its meaning.

7. Focus on repetition:
Pop songs often repeat phrases and lines, which can be helpful for memorizing new words and phrases.

8. Create playlists:
Compile a playlist of songs that you enjoy and that are suitable for learning English. This will help you stay motivated and keep your learning process engaging.

9. Find resources:
There are many websites and apps that offer lyrics, translations, and other resources for learning English through music, such as LyricsTraining.

10. Don't be afraid to make mistakes:
Learning a new language is a process, and it's okay to make mistakes. Embrace the mistakes and keep practicing.

how to learn english through pop songs - Google Search

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