Відео

Nice content ! You say 25 USD, but by scanning your QR code, the price on the website is 149 USD.

Anybody who tries it and tests it themselves will see how effective comprehensible input is particularly as compared to formal study

I didn't choose English teaching to become rich, but I will.

I've been explaining that I'm much more of a facilitator for years. Who doesn't like being vindicated? I often compare the process to training for a race. Imagine you're going to swim 100M Free. Does it make sense to always train to 100M during the practice sprints? No. You need to do 150M and 200M sprints *at least* so that you can build the endurance to maintain, as much as possible, peak racing speed during that 100M. You're going to go to conferences, meet people, talk about your background, education, career, insights, opinions, etc. Well then, just talk about exactly those things! When learners get it and say something like, "Yeah, I went to this event and I felt really comfortable talking to people, I even asked questions, etc. so now I get that this practice is really helping me." I always interfect with, "What practice? You're not practicing. This is life." It's not rocket science, but it's a hard sell because the educational system has primed people differently. I act as a conduit of experience, wisdom, and ideas between relatively high-level professionals so that they're not wasting time acquiring English through something like rote memorization, but it sounds "woo-woo" or vaguely esoteric.

Could you please explain the differences between accent, pronunciation and intelligibility?

As a language teacher, BVP is my go to for how I should be setting myself up. I am on my third book of his. His explanations of how acquistion functions are in line with my expectations and experiences in the field. Unfortunately in a school setting teaching English in a Spanish speaking country I am 1 teacher in about 30 and I am the only teacher to question existing methodology, to bring a scientific approach to the profession and I am not understood by my bosses nor my colleagues who think grammar and the cloze and exam practice is king. I treat the job as a conversation between myself and my students giving them opportunities to meaningfully exercise the language they need to acquire based on their current competence levels.

Dear Bill, within World Language Education at CUNY Queens, you're our hero. I think that you and what you are doing is enough ❤ you are helping generations of learners

While listening to you guys i started wondering what would be a good parallel analogy... How about baby minding and child tuition... Sure you can trust a branded service, with young, unexperienced minders - and your kids are safe but not particularly "growing". But it's a safe bet. Or, you can hand pick a tutor who is gonna offer your child a fantastically valuable experience. Let's focus on who wants the best for their English and future opportunities. Not who just wants to go through the motions for English-Language guilt.....😂

She gave it to John and I," is incorrect because "I" is a subject pronoun, and in this sentence, it is used as an object. In English grammar, the pronoun "I" is used when it is the subject of a verb (e.g., "I went to the store"), while "me" is used when it is the object of a verb or preposition (e.g., "She gave it to me"). The truth is, language is complex and evolving. While "John and I went" is considered standard in formal English, "John and me went" is common in casual speech and some dialects. Prescriptive grammar rules, like those from Robert Lowth, who thought pronouns should follow Latin rules, often don't reflect how people actually speak. Many linguists argue that "John and me went" is perfectly valid in informal contexts. Many people were corrected as children to say "John and I" instead of "John and me" when used as a subject. This has led to overcorrecting and using "I" even when "me" is correct as an object. The pronoun I is often perceived as more formal or proper than "me," leading people to use it incorrectly in an attempt to sound more sophisticated. While prescriptive grammarians like Robert Lowth have influenced English grammar rules, actual language use is shaped by how people speak and write in real life. Both "John and I" and "John and me" reflect this ongoing interaction between prescriptive rules and natural language evolution. In fact, many of the grammatical constructions Lowth criticized were not widely considered incorrect before his influential work popularized these prescriptive rules.

This woman dates men for their pension. Trash.

I have a pension, you don't have to die alone.

When a student appears to learn from grammar it is an illusion. They are acquiring by reading the grammar explanation in the target language or by hearing it in the target language. If they studied the second language grammar in their own language they would acquire no language. The truth is that any mistakes or errors that creep into a language acquirers' skill base are usually as a result of poor pedagogical methods. If student is presented with a mistake in a sentence or an inapproriate choice and they choose the wrong one, they learn at best nothing, at worst, the wrong answer.

I always tell me learners: I am not your teacher, I am the most advanced learner that can help you interact with.

I've been teaching languages without a textbook for 25 years, and I don't intend to use one ever.

love

Rest in peace.

Thank you all so much for this. It was a really great reminder of my roots in language teaching, which drew heavily on Krashen's theories. Looking forward to getting back to those roots and creating more effective ways to provide meaningful input. The input I received from Bill VanPatten has set me on a course to the revamp I've been needing.

I’m not even halfway to the end, and yet I had to stop to leave a comment: What a rich, elucidating talk. Thank you so much for offering such a quality show for free.🙌🏻🌹👌

🎉🎉

I agree with this, and I would like to add that there is a missing step at the end of identifying needs and current gaps. It is that you are the bridge to that solution, Us teachers love our analogies, like IKEA furniture!, but imagine if you discover with your student that they need a certain size, length and shape of screwdriver - the risk is that you have equipped the student with a specified problem and even solution, but they can now take your discovery to "inform" a cheaper teacher what they what they want them to do. They know the exact screwdriver to look for on Amazon etc Luckily teachers are not commodities like a screwdriver! But we even do this ALL the time with skilled professionals. We call expensive builders, plumbers, mechanics and then take their solution/approach to tell a cheaper workmen to work to our spec. Which is a good analogy, what can the skilled tradesman say to convince you that going cheaper is a false economy. What can you say to show students that the solution is only half the discussion, that a cheap solution is a false economy even when the plan is the same? I think maybe it is about how you truly understand their problem and that their problem is going to evolve and if the less specialised cheaper teacher can't roll with the evolution (they are only following orders after all!) the result is eventual dissatisfaction and the original problem remains. This makes me think we are selling a path not a plan.

It’s less about the niche but more about learning yourself

Hi Michael I'm proving exceptionally thick here I guess. But I spent a lot of time this morning on trying to find something that wasn't happening. And I watched Building a Pronunciation Course, which was good. Thank you. Ok. So you talked about the podcast as something you guys are doing, eg with Gemma and Robin, but it's not public till later. Is that right? So it gets put up later and I can listen to it. Up till now I haven't been a great podcast listener - there's already so much to do! 😀 - but there's some great stuff to listen to so I'll just have to upskill on that. Ok. That's all clear now. Thank you. But .... what did you mean when you said If you would like to join the pronunciation discussion, ? That link just goes to calendar, doesn't it. Thanks for your patience. Grateful for the help. Best regards Sue

I've just found this channel and I'm crazy about it!!! Thanks for your job!

I was friends with his son Benny in primary school, always remember him being so kind and warm when we went over. I only find out he died yesterday. Such a nice guy 😢 RIP Zoltan Dornyei

Super! Thanks a lot!👌👌👌

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Video sources mentioned: TED Talks, ASAP science, 60 second Docs. Grear workshop! Thanks!

That's brilliant conversation. I'm glad to discover this channel. Many thanks!

Thank you so much!

This is an amazing channel. Thanks for dedicating time to these topics❤ greetings from Argentina

How mucho Is the course.

This was great!

Embrace delayed gratification. The key of all this. 🤍

Thanks for posting as missed the live broadcast... perhaps the best way of evaluating this framework is to try it out, note the reactions and involvedness of your students, and your own comfort with the approach as a teacher. I wonder if the framework might not become a bit repetitive after a few lessons? Variety should be key, so maybe we need to add in problem-solving tasks, and other higher-order cognitive activities. Peer feedback is a tricky area: depends where you teach, in France there is a general reluctance by students to comment on others' utterances. Next, regarding the number of chunks we expect or hope students to retain, surely around 6 per class may be the limit? Overall, the concept of a student-created syllabus is appealing, again depending on "culture", you may or may not reveal this to your class, afterall in many student's belief-systems, the teacher should be making that decision!

I particularly loved the bit about AI. Thank you for sharing!

Thank you for this webinar!

Hi, I thought I left a comment yesterday :) was wondering if you knew this episode is only 17 min here instead of 1h like on Spotify, I wanted to check the transcript for smth that is mentioned after those 17 min...

Hi guys, I know I can listen to this full episode as a podcast on Spotify etc. but I wanted to check the transcript and it seems the video here only has 17 min, did you know that?

He was my supervisor at Nottingham Uni when l was doing my MA back in 2012. Apart from him being a very influential professor in his area, he was such a wonderful human being, a beautiful soul that touched my life. Thank you, Zoltan and may you rest in peace ❤

😂😂😂 the hardest part is already done!!! Learning how to be a teacher❤ I had to hitchhike 180 km every day to the university. I don't Even know how I did it!!! Married and a baby. Thanks for remminding me this 😅❤and all your videos and posts!!!

So true! On the wall next to my desk I have the Churchill quote 'Perfection is the enemy of progress.' Looking at this from time to time is really helpful 😉

*promo sm*

Keep on failing forward... Your best teacher is your last mistake... There's no time like the present... Trusting in the universe (you get back what you put out, set out your intentions, there are no coincidences)... Much love.

I tried to hit the like button, but it just didn't work! 😶

What a wonderful convo. Thanks a million for your time guys. 🙌🏼🙏🏻

So good!

Helpful and relatable. Looking forward to reading the book!

Dr. Li was on my dissertation committee! So excited that you've featured him. 😁

Great talk.

It's a great initiative to share such valuable knowledge with other teachers. I have been a teacher for a long time now and an investor for 5 years or so. I do believe that it is indispensable to discuss this and actually take action on that.