Speaking and Grammar Combo, Please!

English grammar and speaking are often taught separately, with grammar lessons focusing on rules and structures, and speaking practice emphasizing communication skills. However, when these two pillars are combined, a fusion of understanding occurs, leading to significant advancements in fluency. By correlating grammar with actual speaking practice, learners can better understand how grammar structures are applied in real-life conversations, enabling them to communicate effectively and confidently.

When grammar is taught in isolation, learners may struggle to understand its practical application. They may memorize rules and be able to identify parts of speech or verb tenses in a sentence, but when it comes to using them in spoken English, they may stumble. This disconnect between grammar knowledge and speaking skills hinders their ability to express themselves fluently.

By integrating speaking practice into grammar lessons, learners can bridge this gap and develop a deeper understanding of the language. Engaging in conversations or role-plays that require the use of specific grammar structures and grammar reductions allows learners to observe how these structures are naturally employed. They can see firsthand how tenses change, sentences are formed, and grammar rules are applied in context.

Furthermore, practicing speaking in conjunction with grammar study helps learners internalize the language. When learners repeatedly use grammar structures in real-life conversations, the rules become ingrained in their memory, becoming second nature. This integration fosters a more intuitive and automatic use of grammar, enabling learners to communicate more fluently and naturally.

Additionally, combining grammar and speaking practice enhances learners' confidence. As they engage in meaningful conversations and apply grammar rules, they gain a sense of achievement. This boost in confidence encourages them to take more risks, experiment with the language, and engage in more authentic interactions. Instead of anxiously focusing on grammar accuracy, they can shift their attention to conveying their ideas effectively.

Incorporating speaking practice into grammar lessons also benefits learners in terms of pronunciation and intonation. A strong grasp of grammar supports learners in pronouncing words correctly and placing stress on the appropriate syllables. Engaging in speaking activities helps learners develop their listening skills, enabling them to better recognize and imitate the sounds of spoken English. This integration of grammar and speaking enhances learners' overall oral communication skills.

In conclusion, separating grammar and speaking instruction limits learners' language development. By combining these two essential pillars, learners can gain a deeper understanding of grammar structures and how they are applied in real-life conversations. Through meaningful speaking practice, learners can internalize grammar, communicate more fluently, and build their confidence. The fusion of grammar and speaking creates a synergistic approach that propels learners towards greater fluency and proficiency in the English language.

Seeking Prosody

Stress, Rhythm, and Intonation in the Multilingual Classroom

“It really works!” was a response from my Venezuelan student. She and my other students asked me to teach them pronunciation. The classroom book that was assigned to my level lacked content surrounding this topic. I have numerous references that I cite frequently. Clear Speech, Color Vowel Chart, Rachael’s English... I would call my current pronunciation instruction a mismatch between phonics and phonemic awareness. I knew I could do better, and my advanced students were asking for help. I explicitly teach English’s seven-syllable types and was searching for materials that align with the patterns and music of English that I often quip.

 I hit the motherload in my endless and yes, sometimes mindless internet searches, looking for fresh ideas. It is, drumroll please, the Mississippi Department of Education Advanced Word Study, Accelerated Learning of Multisyllabic Word Reading and Morphology. I know you are probably wondering what the heck this advanced word study has to do with pronunciation. Well, guess what the first seven sections of this document with over three hundred pages of morphology are all about? You got it—the seven-syllable patterns, including pronunciation speed drills. I gasped at my discovery! It was perfect. I found the next progression, word stress, to build upon my previous instruction.

I admit that my pronunciation pedagogy needed a little bit of my tender, loving care. The iterative process was at work! Using the material from Mississippi’s Advanced Word Study content, I created a goal to teach one of the seven-syllable types for seven weeks until I completed all seven. The speed drill that I am alluding to includes a hundred two-syllable words that emphasize the syllable type in question. The first step was to measure their fluency as a pre-test. I instructed my students to count the number of two-syllable words they could say in a minute. The challenge was that I could model the correct pronunciation in class, but not when they practiced at home. I wanted my students to hear the stress, discuss the vowel sound, and practice the stress of these two-syllable words. However, I didn’t want them to learn the incorrect pronunciation when they left our classroom and practiced on their own.

As I was preparing the materials, I thought to myself, Be careful what you wish for, as I was recording the hundred words for each of the syllable types. I realized it'd be a total of seven hundred words. I have completed three hundred so far. If you have ever recorded your voice, it’s not a one-and-done; this was true for me. I was motivated to stay in front of planning each week because of the positive feedback that fuels my fire. My passion for creating kept me going, but my dogs sure did want their evening walk.

With each syllable pattern speed drill handout, I provided an audio recording of moi, a native Californian English speaker. I asked my students to slow down and compare and contrast their pronunciation with mine. I instructed, "Make small adjustments until you feel and hear improvements." When you notice improvement, measure your fluency progress, i.e., another timed fluency test. I added that, with progress, you can increase your speed.

I felt like I was onto something, and the anecdotal feedback fueled my late nights. Lidia shared that she started to relax and not feel her usual facial muscle fatigue. She said, “I knew I was improving when this happened!” Another student said, “I listen to your audio recording in the car when I am driving because I can get fifteen minutes of uninterrupted practice.” I gulped, thinking of my voice playing in her car, but felt happy that she was practicing beyond our classroom.

I know this is just the beginning of teaching pronunciation with a focus on intonation, stress, and rhythm. After my word stress unit, I will move to phrases and clauses. For right now, I am still recording two-syllable words. I have four hundred more to go. It’s hard to think too far ahead, and I am thankful for a teacher’s calendar. I have two weeks off this winter break, and boy-oh-boy, I am looking forward to it!

The Nuances of Americana

As a teacher, I have found it difficult to capture and communicate the essence of American culture. One organization that has mastered this art is StoryCorps, a remarkable nonprofit group that has recorded over half a million American stories.

Through short audio recordings, StoryCorps manages to catch the subtle nuances of American lives that often go unnoticed in our polarizing environment of information overload. It is through these stories that we can inspire community engagement, foster active listening, and even develop critical thinking skills. The archive of StoryCorps recordings offers a glimpse into the lives of real Americans, going beyond the images portrayed by the media. For me, these five-minute segments serve as a wellspring of inspiration, which I can readily share with my English as a Second Language (ESL) students. When asked to define American culture, I find that StoryCorps recordings provide the best answer, offering a first-person account of the diverse American experience.

Apart from imparting knowledge about American cultural nuances, I also utilize this incredible resource to cultivate critical thinking skills among my students. Following each listening session, I pose open-ended questions that prompt deep analysis. Questions such as "What did you notice?" encourage students to observe subtle details, while inquiries like "How does the story relate to the human condition?" encourage them to reflect on the universal aspects of the narratives. Furthermore, discussing the overarching message or theme of each story helps students develop their own perspectives and interpretations.

My training requires that I am mindful of the technical aspects of language acquisition. When creating lessons, I consider the needs of students at different levels of English proficiency. With StoryCorps recordings, I am thrilled to find that I can increase comprehension by utilizing various strategies. I am able to replay the recordings, share transcripts for simultaneous reading, highlight challenging vocabulary and figurative language, and provide necessary background knowledge before delving into each story. StoryCorps recordings, without a doubt, enable me to meet the diverse needs of my students effectively.

To illustrate the power and scope of StoryCorps, I have handpicked two captivating stories from the thousands available. The best part? It's free content provided by a nonprofit organization, featured on National Public Radio (NPR). I wholeheartedly recommend spreading the word about this incredible resource, as it has the potential to serve as the antidote to our increasingly partisan state.

Michelle Obama Portraitist Amy Sherald on Her Hustle to Succeed (1:50)

Transcending Blindness, a Marathon Runner Thanks His Daughter for Her Support (2:54)

Through StoryCorps, the authenticity of American culture shines through, reminding us of the shared human experiences that connect us all. Let us celebrate the power of storytelling and embrace the legacy of StoryCorps as we continue to explore and appreciate the beautiful intricacies of American culture.

A Shout-Out for Diagramming

I was a skeptic and a touch apprehensive when I started researching sentence diagramming. My worry was that I would lose my students in the complexities of the task. I took the plunge and decided to try it in my classroom. Sentence diagramming has been a game changer for my students. Working definitions of adjectives and adverbs are great; however, diagramming adjectives and adverbs turbo charges learning. I can still hear my adult English Language Learners share, “I finally understand!” 

I am now a strong advocate. I tell everyone that they should be diagramming sentences to unlock the complexities of English and develop critical thinking skills. My students know the fundamentals of sentence diagramming, but more importantly, they know the questions to ask to determine a word's part of speech. Questions like: Which one?; What kind?; How many?; and Whose? are all questioning techniques they use to confirm a word or phrase's function in a sentence. 

I had a student question my classification of the word, three as an adjective.  I pointed to the question and asked, “How many puppies?” The answer, “Three puppies…” I asked, “Why in this situation is it an adjective?” The student acknowledged that it answered the question, “How many?” I then gave another example sentence - Three is my favorite number. In this sentence I asked, “What or who is the subject?” I could see the light bulbs going off. It was a powerful moment in our classroom. My students knew that the subject of a sentence is the function of a noun. They understood that in some cases how a word is used in a sentence determines its part of speech.

I recently was attending a professional development with all the English Language Development teachers in my school district. We were learning about the functional approach to language development. My colleague questioned whether a word was an adjective or an adverb. I quickly answered, adjective. She looked at me and asked, “How did you know that so quickly?” I shared with her my classroom experiences with sentence diagramming. She looked at me and said, “Are you some kind of genius? Sentence diagramming is hard!”

Sentence diagramming is not hard. Yes, it takes time and effort but it pays off in spades. When applied in the classroom, the learning is transformative. Diagramming allows the student to see the picture of the sentence. It forces the student to understand the logical connections between the parts of a sentence. Sentence diagramming also leads to better editing skills. For example, sentence diagramming allows a student to know why a sentence is a run-on or incomplete.  As students’ skills advance,  they can use their sentence diagramming knowledge to improve their writing and give constructive feedback.

Finally, I have made another connection beyond writing with sentence diagramming. A diagrammed sentence clearly features nouns and verbs. In our stress-timed English language, nouns and verbs often receive the stress in spoken English. Sentence diagramming puts the nouns and verbs front and center clearly providing a visual that written and spoken English are built upon these foundational grammatical forms. I truly can’t say enough about diagramming. Sentence diagramming is now an integral feature of my classroom.

With Gratitude,

Susie Lenny, M.A.

Owner of Catching English, LLC

Susie’s Story

I am a native English speaker who has worked at numerous adult education learning centers in addition to being a full-time high school English Language Development teacher.  In my training, I was taught for every hour of teaching there are two hours of planning. I have found this to be very true. I am dedicated and meticulous in my preparation. I have taught online and in-person through economic downturns and the pandemic. I have had the pleasure of working with numerous cultures spanning five continents. I have worked with scores of teachers and attended numerous conferences. In short, I am a life-long learner and collaborator. 

I have discovered that not one textbook or app captures everything that a student needs to learn English. I found myself searching for ideas, strategies, and content to support my students. Over and over again, I was creating materials to enhance student learning. I realized I was creating a successful model for teaching English by curating foundational materials that work.

For three consecutive years, I have been nominated for Teacher of the Year. I have been receiving amazing comments from my students and administrators alike. "You are a great teacher!" And, "I don't want to leave your classroom!" These comments are wonderful anecdotal evidence that fuels my passion. My joy for teaching has inspired me to create Catching English. Think of it as a guided fishing trip, where I take you to the spots with the best fish. All you need is the desire to learn. Soon, you will be on your way to English mastery.

It's a great day when my students acclaim, "Ahh, I get it!" Shall I say, "Ahh, I caught it!" 

With Gratitude,

Susie Lenny, M.A. 

Owner of Catching English, LLC