For the Experiential Learning component of the TESL certificate class, I chose to work with Ann Kumm’s online Conversation Club. Although three classes were scheduled in which I could participate, two of the three were cancelled. I chose this class to receive additional experience in helping students (Ss) with their conversation/speaking skills. An assigned S and I engaged in conversation for approximately half an hour, following a provided outline of question prompts.
The most interesting cultural element during the session was the S’s revelation that he did not know about Daylight Savings Time (DST) despite living in the U.S. for several years. This session occurred the week before the fall DST switch. Since one of the prompt questions was about sleep schedules and patterns, we had a fun time discussing how he had managed to get to classes on time and adjust his work/study schedules without this awareness. It was interesting to learn that China, his country of origin, does not implement DST. During our short session together, we also had lively discussions about some of the foods he enjoys that are not part of the average American cuisine and, as a graduate student and father expecting his second child, the challenges of balancing school and family life.
One of the most interesting aspects of working with adult ELLs is their capacity to comprehend contextually and pronounce new vocabulary effectively given sufficient processing time with a supportive listener. Without the pressure to perform perfectly and hurriedly, and without feeling judged when mistakes are made, Ss seem able to relax, process, and produce language much more proficiently, with greater accuracy, and with the ability to self-correct.
I’ve also learned that body language, including facial expressions, is, to a very large extent, a universal language. When Ss struggle to find a specific word in English, they will often bridge word gaps with gestures and other body language, which can work quite well to communicate in contexts that are relatively simplistic. I’m fascinated by cross-cultural similarities in expressing emotional states or actions, in particular, through facial expressions and body movements that transcend spoken language barriers.
Another fascinating observation is the importance of learning to “sing the song” of English, and the incredible difference it can make in intelligibility. During my first stay in England many decades ago, I instinctively learned that simple modifications in cadence alone helped me tremendously in avoiding frequent repetitions of, “What’s that?” from British individuals unable to decipher my southern American accent. Helping ELLs learn the American English melody goes a long way toward increasing intelligibility.