·         by Brenton Dickieson

·         A couple of weeks ago I tweeted that I was reading 10 books simultaneously. I started looking at my reading notes, and this seems to be a habit for me. I can sit down, read one book all the way through, and then move on. But looking at the different books I am reading right now teaches me something about different kinds of readings we do.

·         Bedside Reading

·         My bedside reading pile is unending. What kind of world is this where there are so many great books to read! Alas, I get to almost none of the books I set aside to read before I go to sleep, but it is a big part of my evening.

·         I’ve recently gone through a Tom Clancy spell—I’ve already repented here. Now at bedtime I’m reading J. Aleskandr Wootton’s The Eighth Square (2013), the second part of an indie fantasy trilogy. Wootton is also a guest blogger here on A Pilgrim in Narnia, and this trilogy is the ideal fantasy-lovers series.

·         I am also reading a literary superstar’s memoir, which is a little odd for me. It is That Summer in Paris by Canadian Morley Callaghan (1963). Morley Callaghan’s fiction is worth reading, but this book came to me by accident. I found it in a reject bin about the same time I watched the Woody Allen film Midnight in Paris (2011). I loved the film, but have a sneaking suspicion that Woody Allen stole the idea from Morley Callaghan. In vivid detail, Callaghan tells the story of his literary adolescence as he finds his way into friendships with Sinclair Lewis, F. Scott Fitzgerald, and Ernest Hemmingway.

·         I am also reading, little by little, J.R.R. Tolkien’s The Silmarillion (1977). It is like the Bible for Tolkien geeks (to quote a friend). And I keep a book of poetry by the bedside, which I take in little sips.

·         Research Books

·         Part of what I do is research, and research means reading long, detailed books. In my world, those are usually books on philosophy, literature, theology, or history. The best thing to do with most of these books is to dig in and read whole chapters at a time. Sometimes I take 3-4 days and do nothing but read a single book. Other times I read a chapter a day.

·         In this cycle, I’m not reading anything really dense. I just finished The Cost of Discipleship (1937) by Dietrich Bonhoeffer (which could now move to “enrichment” category), and moved on to Paul Tillich, Against the Third Reich (1942-44). This is a series of radio broadcasts this German-American theologian broadcast into German during WWII. His goal was to provide thinking Germans with the motivation to resist the Nazis, which he argued had betrayed Germany and the world. Once I was a few chapters in, I moved this to my Happenstance pile (see below), and just finished it last night. I’ll pick up another Tillich book tomorrow, and then perhaps Karl Barth.

·         I am also reading J.R.R. Tolkien’s incomplete alliterative poem, The Fall of Arthur (c. 1934). The poem is only a small part of this book. The rest is made up of essays, commentary, and textual notes made by his son, Christopher Tolkien. I am in the nitty gritty of comparing manuscripts now, and have made quite a few notes.

·         Finally, I also took time to go through George MacDonald, Lilith (1895). Normally this would fit in my bedside reading, but it is an important work for understanding C.S. Lewis, so I did this as a sit down read. I will read it again this fall and make copious notes. It will be the same with Charles Williams’ “Chapel of the Thorn” (1912), which will be published soon. I read it once with a few notes, and looked at the manuscript at the Wade. Sometime later I will sit down, read it in more detail, and then do some writing on what I found.

·         Happenstance Books

·         Other than toilet reading, I don’t know if other folk have Happenstance Books. I try to have a book beside each of my reading places in the house, and one jammed between the seats of the car. For me, this has to be a specific kind of book. Madeleine L’Engle’s nonfiction works well for this. I finished Penguins and Golden Calves (2000) and have begun her Stone for a Pillow (2000). These are books I can pick up and read mid-paragraph or even midsentence without missing a beat. I am also reading C.S. Lewis’ George MacDonald anthology (1945) and the second volume of his Collected Letters(as part of reading Lewis chronologically).

·         Beside my study chair in my office, I also have Sir Thomas Malory, Le Morte D’Arthur (1485). Among my Happenstance Books are some older ones that I read a chapter at a time. I am only a quarter of the way through the first of two volumes, so that will take some time. My big struggle is not the language, but keeping track of all the characters.

·         Family Reading

·         Family reading is a precious thing to me. We listen to an audiobook in the car from time to time (see below), but I also read to my son every second night. We just finished The Fellowship of the Ring (1954) and took a break to read a story I had finished. Now we are reading Roger Lancelyn Green’s adaptation, King Arthur and his Knights of the Round Table (1953). Hopefully we’ll begin The Two Towers (1954) soon, but we often get sidetracked by Shel Silverstein’s poetry or a cool book he brings home from school.

·         As-I-Go Audiobooks

·         I’ve recently blogged on my love for audiobooks, and I typically have a book in my ear when I am in between things. Before my recent trip to Chicago, I finished Jack Kerouac, On the Road (1957), read by David Carradine. Next, I will listen to Perelandra(1943) as a way of rereading this beautiful book by C.S. Lewis.

·         On top of what’s on my iPod, my family also listens to the occasional book in the car. We are just about to finish Arthur Ransome, Swallows & Amazons (1930). I’m not sure what will be next for us!

·         Enriching Books

·         I have trouble naming this category. These are the books that I am reading that are focussed on spiritual or personal renewal. I don’t call them “devotional” reading because all my reading is devotional reading—it has more to do with my attitude in reading than the kind of book, I think. But still, there are some books I read so I can be challenged to grow in ways I can’t predict until I’ve read the book. Many of these are thoughtful  Christian spirituality books, but some of them are memoirs, creative nonfiction pieces, collections of poetry, and books on writing.

·         Right now a group I am part of is reading David Platt’s Radical (2010), and I am slowly going through St. Athananasius, On The Incarnation (c. 319 CE). This was translated by Sr. Penelope during WWII and is a real treat.

·         As I write this, I’m thinking of what will come next in his category. I have a hankering for Anne Lamott, Frederick Buechner, or more Dietrich Bonhoeffer. We’ll see.

·         There are other kinds of reading too. Skimming, scanning, fireside reading, campfire reading, summer beach reading, copy editing…. The list is endless. But these are the kinds of reading I do most often.

·         What about you? What sort of reading do you do? Do you also have a Happenstance Pile?

Reading

Matters

2

·         Four Kinds of Reading/ Four levels of Support

·         Four Kinds of

·         Reading

·         Levels of Support

·         Materials

·         Reading

·         Aloud

·         + The teacher selects and

·         reads a book or other text

·         to the children. Texts rich

·         in meaning or language

·         and class favorites are

·         read again a

·         nd again, and

·         are used as a base for

·         other activities.

·         Language/Word Study

·         Block

·         + Teacher provides full

·         support for children to

·         access the text.

·         + Children respond to

·         pictures, meaning, and

·         language.

·         + Children respond to

·         pictures, meaning, and

·         languag

·         e.

·         + They may join in but

·         usually do not focus on

·         features of print.

·         + Individual book for

·         teacher

·         Shared

·         Reading

·         + The teacher introduces

·         and reads an enlarged

·         text o

·         r

·         a small text of

·         which each child has a

·         copy. On refrains and in

·         multiple readings

·         , children

·         join in, reading in unison.

·         Language/Word Study

·         Block

·         + Teacher provides

·         high level of support.

·         + There is some group

·         problem

·         -

·         solving and a

·         lot of conversation

·         about the meaning of

·         the story.

·         + Readers support each

·         other.

·         + Large

·         -

·         print chart

·         s

·         + Big books

·         + Individual copies

·         + Easel

·         + Pointers

·         Guided

·         Reading

·         + The teacher selects and

·         introduces a new text.

·         + Children read the whole

·         text to themselves.

·         Reading Workshop

·         + Some teacher

·         support is needed.

·         + Reader problem

·         -

·         solves a new

·         text in a

·         way that is mostly

·         independent

·         + Individual books

·         +

·         Easel and chart

·         paper

·         +

·         White board

·         +Magnetic letters

·         Independent

·         Reading

·         + The children read to

·         themselves or with

·         partners.

·         Reading Workshop

·         + Little or no teacher

·         support is needed.

·         +

·         The

·         reader

·         independently solves

·         problems while reading

·         for meaning.

·         + Big and little books

·         + Large

·         -

·         print charts

·         + Writing displayed in

·         the room

·         + Classroom library

+ Pointers

1.

Different kinds of reading material should be exploited carefully for language enhancement: newspapers, magazines, advertisements,

pamphlets, invitations etc.

2.

It is important to read intensively as well as extensively and it is also important to know how to skip judiciously

3.

Reading for pleasure should involve slow reading to promote depth and awareness about underlying laws and patterns.

4.

To learn language meaningfully through reading it is important to ‘engage’ with a text. Opportunity for such engagement should

be made available for learners through worksheets and activities.

5.

Readers should be encouraged to use different reading strategies for different kinds of texts. For example, looking for information in a timetable, etc.

People think I’m ridiculous when I tell them I have certain relationships with books, and that those relationships dictate how I read those books.

Why don’t you just finish one book before you pick up another?

That book was terrible, how could you finish that one and not this one? And how could you LIKE it?

And so on. I can’t finish a book until I’m in a relationship with it. If I’m not feeling a connection to the book, one of the characters/the setting/something about the plot, I’m going to put it into rotation (and eventually back on the shelf if it doesn’t step up). However, if I find one thing, one thing, about a book that bonds me to it – I won’t let it go. But this happens so rarely that it seems to those around me that I am constantly not committing to one book… and this would be the truth.

So, I’m left to wonder. Are our relationships with books similar to relationships with people? I look around and can’t help but think there might be something to this…

Surfacey Relationship People

These are the people who know a LOT of other people and are “great” friends with them all. Ask them something deep or quite personal about one of those dear friends and they will often not have the answer. These people don’t tend to have a lot of time for reading, they are too busy socializing (and by socializing I mean hanging out with Honey Boo Boo and Kim Kardashian too). Ask them who David Foster Wallace is and they probably won’t have the answer either… Sophie Kinsella and Dan Brown? Probably…. they’re reading one of their books over the summer. The entire summer.

Serial Monogamists

These are the people who jump from long-term romantic relationship to long-term romantic relationship. They also jump from one long book to the next. The book they are reading is usually a project, usually on their nightstands for some time, and usually something “important.” They don’t give up (they wouldn’t dream of it), and when they know it’s coming close to the ending, they’ve already researched and planned which book will be next on the nightstand. No empty nightstands (or beds) for these people.

Committed People

These are the people who are in committed long-term relationships and probably have a few kids. They’ve settled down, they’ve got their groove. They know which books they like and they stick with them, why change? And if something new is introduced to their palate, they’ll eventually (when they have time) try to juggle it in and then feel ecstatic that they have something new and fresh in their lives. Did you know about this?! They’ll exclaim to their friends who have more time on their hands than they do. Yes, those friends will answer, it came out eight months ago and the entire Internet/Night Show Circuit/Bestseller Lists was blowing up about it. (Rinse and repeat eight months later.)

Commitment Phobic People

These are the people who don’t tend to like everyone they meet. They date sporadically because most people don’t entice them, but they have a series of crushes to get them through day-to-day life. Then, randomly they’ll meet someone and be hooked. Same goes for books, these are the people who start books and stop them like other people use chewing gum. Sometimes they come back to try them again – see if they’re a better fit, and then move on again. Then one day they find something that hooks them and doesn’t let them go and they can’t-stop-reading. Once that book is done they look wildly around for another to make them feel as wonderful as the last, but we all know they’ll get back into the cycle of reading a few pages of one, then a few pages of another…

Because these statements are statistically tested, there is no reason to argue with them. They are black and white and as solid of assessments as can be in the book reading world. Of course, there are no other types of readers (or relationships) and every single person fits precisely into one of the above categories. However, if we were to imagine that these previous statements weren’t true, and/or that this piece is entirely sarcastic, what types of readers and relationships have I missed exploring? Write your own Type of Relationship and synopsis below

The following questions concern your feelings about your language learning experience.

1)                   Many language learners feel very negative about their learning experiences.  They say they feel discouraged, frustrated, impatient, or confused by the difficulties of learning a language. 

Have you ever experienced any of these feelings?  Can you explain? 

2)         Others say they feel shy or embarrassed expressing themselves in the foreign language.   

Have you ever felt this way?    Can you explain?

            4)         If you have experienced some of these feelings, what did you do to overcome them?      

3)         When you are learning a language, are you usually:   

a.      highly motivated, and do everything possible to learn the language.

b.      quite motivated, and try to do what you can to learn the language, but it is not your priority.

c.      not very motivated, because you are too busy or tired to concentrate on it.  You are learning out of necessity.

d.      not very motivated, because you find learning languages boring. 

6)                   Do you give yourself encouragement, by saying things to yourself like: “I’m doing okay” or “I’m right, I know it.”

Do you have any other comments about your language learning experiences that you would like to tell me?

Teaching English as a foreign language (TEFL) refers to teaching English to students whose first language is not English. TEFL usually occurs in the student's own country, either within the state school system, or privately, e.g., in an after-hours language school or with a tutor. TEFL teachers may be native or non-native speakers of English.

This article describes English teaching by native Anglophones working outside their own country, a small subset of English taught worldwide. To learn about other aspects of English teaching, see English language learning and teaching, which explains methodology and context, and explains abbreviations (e.g., the difference between ESL and EFL, or TESOL as a subject and an organization). For information on foreign language teaching in general, see language education and second language acquisition.

By Kenneth Beare,

There are many ways to study English, but many students ask which is the most effective. Unfortunately, I don't think there is a single answer that is right for every student. However ... I can certainly give advice I some helpful guidelines as to how to study that should help.

Warming-up to Study English

Just as there are exercises to help you warm up before you play some basketball or other sport, there are exercises which can help you warm up to study English. Here are some simple exercises to help you warm up.

1.     Study English I: Activating Your Vocabulary

Activate your vocabulary by thinking or speaking briefly about the subject you are about to work on. For example, if you are going to study English on topics that focuses on vacations, take a moment to think about your last vacation, what you did, what you enjoyed, etc. This simple exercise will help your brain warm-up to vocabulary that you are likely to encounter as you study English about this particular subject.

1.     Study English II: Activating Your Grammar

Activate your grammar by thinking about the general grammar area before you begin to study. For example, if you are going to study English grammar focusing on the past, stop to think about what you did last weekend, where you went, etc. to help activate what you already understand about using the past. As with activating vocabulary, you'll help your brain bring up what it knows about the past simple in an easy way before you begin to focus on studying English grammar in detail.

1.     Study English III: Singing a Song

Before class begins, or before you sit down to study English sing a song in English to yourself. Make sure to use a song that you understand and know very well. This short and fun exercise will help your brain focus on the English language in a relaxing manner. It's important to be relaxed when you study English! Singing a song also helps activate the creative side of your brain which can help you come up with more examples as your practice conversation or do some creative writing.

1.     Study English IV: Typing e a Short Paragraph in English

If you going to study English at your desk, begin by typing a simple paragraph in English. You can type about your day, your hobbies, your friends, etc. Anything will do. Typing helps activate the kinetic part of your brain that helps improve learning through physical activity. I also recommend typing while you study your English grammar. This will help solidify your knowledge with movement.

1.     Study English V: A Thousand Words ...

As the saying goes in English: A picture is worth a thousand words. Help activate the creative side of your brain by trying to describe a photo or other image. You can combine use this also to activate your vocabulary by choosing a picture that has something to do with the subject your are going to study in English.

Study English - Tips for Success

Here are some tips for success to help you as you study English.

1.     Study English Every Day

It's important to study English every day. However, don't exaggerate! Study for thirty minutes every day instead of two hours once a week. Short, steady practice is much better for learning than long periods on an irregular basis. This habit of studying English every day will help keep English in your brain fresh.

1.     Study English Using Different Methods to Learn

Don't just use one way to study English. Use a variety of methods which will help all the parts of your brain (multiple intelligences) help you. For example, if you are learning new vocabulary, create a word map, describe a picture, make a list and study that, type out the words five times. All of these methods together help to reinforce your learning.

1.     Study English by Finding some Friends

There is nothing like having a few friends to study English together. You can practice the exercises together, have conversations together (in English!), and, as you study English together, help each other with exercises you may not understand.

1.     Study English by Choosing Topics that Interest You

One of the most important things to do is to study English using topics that you like. This will help motivate you because you will also be learning about a topic you find interesting while you study English.

Learning English (or any language for that matter) is a process. You are continually improving your English and the following "How to" describes a strategy to make sure that you continue to improve effectively.

Difficulty: Average

Time Required: Varies

Here's How:

1. Remember that learning a language is a gradual process - it does not happen overnight.
2. Define your learning objectives early: What do you want to learn and why?
3. Make learning a habit. Try to learn something every day. It is much better to study (or read, or listen to English news, etc.) 10 minutes each day than to study for 2 hours once a week.
4. Remember to make learning a habit! If you study each day for 10 minutes English will be constantly in your head. If you study once a week, English will not be as present in your mind.
5. Choose your materials well. You will need reading, grammar, writing, speaking and listening materials
6. Vary your learning routine. It is best to do different things each day to help keep the various relationships between each area active. In other words, don't just study grammar.
7. Find friends to study and speak with. Learning English together can be very encouraging.
8. Choose listening and reading materials that relate to what you are interested in. Being interested in the subject will make learning more enjoyable - thus more effective.
9. Relate grammar to practical usage. Grammar by itself does not help you USE the language. You should practice what you are learning by employing it actively.
10. Move your mouth! Understanding something doesn't mean the muscles of your mouth can produce the sounds. Practice speaking what you are learning aloud. It may seem strange, but it is very effective.
11. Be patient with yourself. Remember learning is a process - speaking a language well takes time. It is not a computer that is either on or off!
12. Communicate! There is nothing like communicating in English and being successful. Grammar exercises are good - having your friend on the other side of the world understand your email is fantastic!
13. Use the Internet. The Internet is the most exciting, unlimited English resource that anyone could imagine and it is right at your finger tips.

Tips:

1. Remember that English learning is a process
2. Be patient with yourself
3. Practice, practice, practice

Username: EAV-0128155541 
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Canada - Fact Sheet

Other interesting facts:

Canada is the second largest country in the world (after Russia). Almost 10 percent (755,180 km²) of Canada's total area are inland water.

on sights, history, culture and people from English speaking countries.

Fact Sheet

Other interesting facts:

Australia is not only a country but also the smallest continent.

New Zealand - Fact Sheet

Other interesting facts:

The country's nearest neighbour is Australia, which lies more than 1,600 km northwest of New Zealand. New Zealand comprises two main islands (North Island and South Island) and a number of small islands, some of which are hundreds of kilometres from the main islands.

South Africa - Fact Sheet

Other interesting facts:

Although Pretoria is considered to be the capital of South Africa, the country actually has three capitals: Pretoria (executive), Cape Town (legislative), and Bloemfontein (judicial).

In its eastern part, South Africa entirely surrounds another country - Lesotho, an independent constitutional monarchy.

English is also an official language in the following African countries: Botswana, Ghana, Kenya, Lesotho, Liberia, Nigeria, Malawi, Sierra Leone, Swaziland, The Gambia, Uganda, Zambia, Zimbabwe

Changed: 10th Dec 2010 19:39

India - Fact Sheet

Other interesting facts:

With more than one-sixth of the world's total population India is the second most populous country in the world (after China). In area it's the seventh largest country.

Malta - Fact Sheet

Other interesting facts:

There are five islands - Malta (the largest), Gozo, Comino, and uninhabited Kemmunett (Comminotto) and Filfla.

Changed: 10th Dec 2010 19:39

Bahamas - Fact Sheet

Other interesting facts:

The name of the state comes from the Spanish word »bajamar«, which means »shallow water«. The archipielago comprises almost 700 islands, of which only about 30 are inhabited.There are only two big cities on the Bahamas: Nassau (with about 170,000 inhabitants) and Freeport (with about 27,000 inhabitants).

The Bahamas were a British colony until 1973 and are now an independent nation within the Commonwealth.

Trinidad and Tobago - Fact Sheet

Other interesting facts:

Trinidad and Tobago were a British colony until 1962 and are now an independent nation within the Commonwealth.

Changed: 10th Dec 2010 19:39

Belize - Fact Sheet

Other interesting facts:

Belize was a British colony until 1962 and is now an independent nation within the Commonwealth.

The country's capital used to be Belize City. However, when Belize City was ravaged by a hurricane in 1961, Belmopan was built to be the new capital.

Changed: 10th Dec 2010 19:38

Guyana - Fact Sheet

Other interesting facts:

Guyana was a British colony until 1966 and is now an independent nation within the Commonwealth. It is the only English-speaking country on the South American continent.

Jamaica - Fact Sheet

Other interesting facts:

The state was a British colony until 1962 and is now an independent nation within the Commonwealth. Jamaica (Xaymaca) is the original indigenous name of the island. For some time, however, it was also known as Santiago - that's how Columbus named the island when he discovered it in 1494.

Changed: 10th Dec 2010 19:39