Halloween: Trick-or-Treaters’ Joyful Night

Halloween is one of the most popular days to celebrate for Americans and many other countries today, but it was originated from the ancient Celtic festival of Samhain (pronounced sow-in). The Celts, who lived 2,000 years ago in the area that is now Ireland, the United Kingdom and northern France, celebrated their new year on November 1. The Christians designated November 1 as All Hallows’ Day, meaning all saints’day. Thus the evening of October 31 was called All Hollows’ Eve, which has become Halloween. I would not like to discuss hagiography here, but rather talk about how Halloween is celebrated in many western countries. Halloween has become more secular rather than religious as a more community-oriented activity. On the evening of Halloween, children (and/or their parents as well) have fun in disguise of their favorite TV, movie, or animation characters and get around the town knocking on door to door for candies.

Have you ever made Jack-o’-Lanterns for Halloween? People visit a pumpkin patch to choose their own handsome pumpkins for the special carving project. Jack-o’-Lanterns is a carved pumpkin that is hollowed out with a candle or light inside. “Jack” used to be a common name for a boy since the 16th century, and the British started to use the phrase “jack-o’-lantern” which was supposed to mean a night watchman. Also, it was referring to a nickname for mysterious lights seen at night over wetlands that looked like fairies or ghosts. The original Jack-O-Lanterns are not even close to the happily grinning pumpkins of Halloween today. According to the Irish myth, they had actually terrifying look, which were carved from turnips or beets rather than beautifully ripened orange pumpkins. Their horrifying look was intended to ward off bad spirits, souls, or ghosts, because all grim grinning ghosts come out to socialize on Halloween night! (more information at http://www.irishcentral.com/roots/history/original-irish-jack-o-lanterns-were-truly-horrifying-and-made-of-turnips)   

*Expression

- hagiology: critical study or a biography/ narrative of the lives of the saints

- pumpkin patch: a farm or establishment in rural areas that stocks a large amount of pumpkins in the month of October

- hollowed out: dug out/ cored out/ emptied out/ made void or empty of contents inside

Would you like to solve the following fun quiz in regards to Halloween?

Fill in the blanks or choose the correct answer.

  1.   Halloween originally refers to all ____________________     ______________.

  2.   Where has Halloween originated from? _____________________

a.   American Indians

b.   The Celts in Ireland

c.   Italy

  3.   On Halloween evening, children and/or their parents put on their costumes and _____________________________

a.   go “trick-or-treating”

b.   dance in the streets

c.   hide behind bushes

  4.   What would you do when trick-or-treaters knock on your door? (                 )

a.   give them candies

b.   chase them away

c.   invite them to a horror film watching

  5.   Where do people go to choose and buy pumpkins? a  __________________   ______________________

  

  6.   What do you make out of pumpkins to decorate or light up your porch on the Halloween night? a __________________________________

  

  7.   The answer to Q #5 was created in a horrible look long ago to ward off ______________________________.

* Answer Key

1. Hollows’ Eve

2. b. the Celts in Ireland

3. a. go “trick-or-treating”

4. a. give them candies

5. pumpkin patch

6. Jack-o’-lantern

7. bad spirits, souls, or ghosts

      

Effective Ways to Help Adult Immigrants’ Second Language Learning in the ESL classroom

The face of demography in North America has been dramatically changing as millions of refugees and legal immigrants have found their way into the U.S. and Canada. Although these people who have come to someone else’s countries started their new life in pursuit of freedom and the American dream, they are imposed multifaceted burdens or challenges upon them. These social situations and contexts interact with one another affecting the adult immigrants’ learning of second language, which is English. And oftentimes, English-as-a-Second-Language (ESL) instructors are considered one of the first people available to help refugees and other immigrants survive a new cultural and linguistic environment (Adkins and Sample, 1999).

Since the adult immigrants have various educational backgrounds in their native countries, there can be a huge gap between their academic ability and the ways of instructions in their new world even if the ESL classes provide generally admitted effective teaching activities. For example, the adult immigrants from a somewhat collectivistic society could be seen as the people who are dysfunctional and abnormal in terms of behavior in more individualistic societies such as the U.S. or Canada.

McGroarty (1993) mentioned the impact of cultural difference on the judgment of immigrants by saying “if some adult immigrant learners show or engage in behavior that is considered appropriate in their own countries but frowned upon in the U.S (e.g., burping loudly after meal), others around that immigrant may become annoyed” (p.3). Due to this kind of cultural difference and misunderstandings, the adult immigrants would be discouraged to speak up or inhibited from letting their voice heard even in the instructional setting for language learning. Therefore, before diagnosing or labeling the adult immigrants as learners with learning disabilities (which would have a very nocent impact on their learning), careful examinations should be conducted. As presented by a lot of educators (i.e., Adkins, Sample, & Birman, 1999; Almanza, Singleton, & Terrill, 1995/96, Grognet, 1997; Schwartz & Burt, 1995, as cited in Swartz & Terrill, 2000) there are several reasons other than learning disability for slow progress in learning English: they are the adult immigrants’ limited previous education, lack of effective study habits, the negative interference of the immigrants’ native language, and lack of practice in English outside the classroom. These problems cannot be the reasons for labeling the Limited English Proficiency (LEP) immigrants as the learners with disability. The jury is still out on that diagnosis! From this perspective, when trying to find the reason for impediment to language learning, the ESL teachers are supposed to prepare specific pre-questions to ask about the students’ prior experiences in the field of education before the assessment/ diagnosis is made on the learners.

The myriad needs that the adult immigrants bring to the ESL classroom can be the critical foundation on which the instructors build up a safe and promoting learning setting for them, and this would eventually promise the improved face of the societies in the U.S. and Canada consisting of millions of immigrants. In this time of bitter divisions of ideologies and surge of intolerance to cultural and political differences, we, the educators hope everyone of our students in ESL classes will be respected and accepted just the way they are. What we consider “normal” can be someone else’s “odd”, and vice versa.

Expressions

collectivistic: (adjective) subscribing to the socialistic doctrine of ownership by the people collectively rather than individually

frowned upon: (passive form) scowled at/ looked at with disapproval by others

nocent: (adjective) harmful/ injurious

Limited English Proficiency (LEP): (noun) a term used in the United States that refers to a person who is not fluent in the English language, often because it is not their native language

The jury is still out on…: (phrase) A decision has not yet been reached on a controversial subject.

impediment: (noun) hindrance/ obstacle/ obstruction in doing something

Let’s Practice English Idioms! X

What’s the biggest obstacle in your journey of exploring English? It could be grammar, pronunciation, or huge amount of vocabulary that seems to be endless. Above all, idiomatic expressions that have hidden, figurative meanings. Without understanding the cultural background or conventional usage of idioms, one can hardly imagine what those words are supposed to mean.

Using the given list of idioms and your imagination, try to choose a proper expression to fill in the blank of each sentence below.

a. (to be) amped about something      

b. beat

c. (to be/get) busted

d. geek   

e. (to be) hooked (on something)

f. looker

g. to be in

h. (to be) ripped        

i. baller     

j. wheels

1. Mom:  What’s with those huge eye glasses? You look like a nerd.

    Son: Mom, hipster glasses are _____________ today. They look chic!

2. Jane’s new beau is a real ________________! I thought he just stepped out of a fashion magazine!

3. I finally bought a ticket to Jay Z’s concert! I am so _____________________ about the show!       

4. Ted: What happened to you? You look so _____________________!

     Frances: I cleaned the whole attic all day. Totally burnt out.

5. My goodness! Look at you! You’re so _______________________! Have you worked out much lately?

6. Marty got ______________________ while cheating on the Mid-terms.

7. Wow, you got gorgeous ________________________! Did you have enough money for such a nice car? 

8. I was so impressed the way he decorated his house for Christmas last year! He got ___________________ skills for jazzing up a dull place!

9. My sister didn’t like her new roommate, because she is totally the opposite type of student to her. In a nutshell, her roomie must be a ______________________ that studies, studies, and studies all the time.

       

10. I’ve been ___________________________ on this TV show since I first watched it.

Clues

a. (to be) amped: (adjective) same as “to be pumped” or to be super excited or you can’t wait for something to happen.

b. beat: (adjective) very tired and exhausted

c. (to be/get) busted: (adjective) to be caught/ arrested        

d. geek: (noun) If you refer to a person as a geek in a negative way, you mean to say that he or she likes to study too much or spends too much time on the computer and not socializes. But if you call your friend a geek it could be in a fun and more playful way.     

e. (to be) hooked on something: addicted to something and you can’t get enough

f. looker: (noun) If somebody says that you’re a looker, you should definitely be flattered – they are paying you the ultimate compliment and saying that they think you’re good looking      

g. to be in: (adjective) to be in fashion, vogue, or trending at the moment

h. (to be) ripped: (adjective) to have great muscles and bodies – probably because they work out a lot at the gym or are into sports

i. baller: (adjective= noun) appealing; cool; favorable; pimp; tight; anything that is good or a person with a swag

j. wheels: (noun) a car

Answer Keys

1. g. in     

2. f. looker

3. a. amped

4. b. beat

5. h. ripped

6. c. busted

7. j. wheels

8. i. baller

9.  d. geek   

10. e. hooked

What type of person are you?

Your life is full of people. Some of them nurture your life, while some others torture yours. What makes people attractive or unappealing? Do you love the ones who are frolicsome? Or are you rather enchanted by sobersides? This week, we would like to work on the English expressions to describe personality or characteristic features of people. It is hard to precisely classify human’s personality, but here’s a list of words that are normally used with positive and negative connotation. 

 

Expression:

frolicsome: (adjective) lively and playful

sobersides: (noun that is used as a singular) humorless and serious person  

Try to fill in the following blanks using the clues below the questions.

  1.   Ted is such a dreamer, and everybody calls him Walter Mitty. Sometimes he becomes way too ___________________, and I keep telling him to wake up and get real.

  2.   Maurice is dating a girl who is very ______________________. She always wants to have a huge get-together with her friends even on the day when she sees Maurice.

  3.   The _____________________ little boy willingly gave his ice cream to the homeless man.

  4.   I’ve been feeling so blue lately. I guess I need some cheerful music at the moment to stay ______________.

  5.   George’s plain dressing and _____________________ attitude has helped to make him extremely popular with the common people, because most people are attracted to modest men like him.

  6.   Her _____________ and sweet smile made me let my guard down.

  7.   My boss is such a pebble in my shoes. He is a very stuck-up man who gives a ________________ glance to his employees.

  

  8.   How could Peter still ask you to lend him money? He never gives back whatever he borrows but still asks for more. Such a ___________________ guy!

  9.   I am not the kind of person who plays it by ear in whatever I do. That is to say, I am not ____________________ with my life.

 10. We wish to have an honest feedback, which is not __________________ at all.

 11. This football team is full of unstoppable, audacious, and _____________________ players only.

 12. Harry says he’s had enough of his ___________________ girlfriend who keeps whining and grumbling over everything.

 13. After all those years of working for Lauren who has shown the ________________ display of superiority and arrogance, Mark eventually decided to quit the job.

 14.  It is quite natural for most little kids to become _______________ to their parents when they first go to school. They have separation anxiety.

CLUES:

PERSONALITY (with somewhat positive connotation):

unassuming: modest, humble, moderate

compassionate: considerate, generous, thoughtful

red-blooded: tough, audacious, indomitable

affable: soft-hearted, amiable, humane

flexible: able to make changes or deal with a situation that is changing

gregarious: very sociable, convivial, and companionable

upbeat: cheerful, positive, encouraging, buoyant

PERSONALITY (with somewhat negative connotation)

overweening: presumptuous, hauty, pretentious, snooty, big headed

scornful: sneering, disdainful, contemptuous

biased: predisposed, unfair

sniveling: often complaining or crying, in a way that is annoying

brazen-faced: shameless

delusional: deranged, unrealistic

clingly :wanting to be with another person all the time in a way that is annoying

Answer Key:

  1.   delusional

  2.   gregarious

  3.   compassionate

  4.   upbeat

  5.   unassuming

  6.   affable

  7.   scornful

  8.   brazen-faced

  9.   flexible

 10. biased

 11. red-blooded

 12. sniveling

 13. overweening

 14. clingy

     

How to stay safe in the violence-infested world

We have not been ever more nervous or anxious about sudden attacks or terrors occurring throughout the world than today. It is devastating to know that there’s no such thing as a perfectly safe zone in anywhere in the world, and violence has even become a norm. Sometimes it even feels as if we were being deceived or tricked by thimblerigs among power nations. Although it is difficult to ascertain all different kinds of hidden agenda behind terrors and random brutal attacks, let us share tips/ guides on how to keep your family 'safe from terrorism'. May God watch over us all and let there not be any kind of life-threatening atrocity on earth.

(source from http://www.express.co.uk/news/uk/809648/manchester-bombing-how-to-stay-safe-terrorism-attack-threat-UK-critical)

*Expressions

thimblerig: (noun) a swindling trick in which a small ball or pea is quickly shifted from under one to another of three small cups to fool the spectator guessing its location

1. Invent a code word and shout it to help find your family members.

The experts say: "Sit around the table and choose a word. Pick something unique - everyone will be shouting 'mum' or 'dad'. "In the event of an attack, don't just say it once. Shout it loud and clear several times, repeating that same one word."

2. Have a torch app on your phone to help you see in the event of an attack.

The experts say: "If you are in a building and there is an explosion it will take the electricity out and there is nothing worse than rubble coming down around you. "A torch will be a comfort and help you manoeuvre out of that area."

3. Wear appropriate shoes, particularly on the way to work or school and when using public transport.

The experts say: "You can look glam when you get to the office. Have trainers on and carry your heels in your bag so you can run away. "Stay away from flip flops. If you are dazed they might fall off and you could stand on debris or glass, adding to your injuries."

4. Carry a door wedge to keep an assailant out in the event of a Paris-style attack.

The experts say: "Keep the wedge in your bag wherever you go and if you find yourself in a restaurant like in the Paris attack and are running away, you can use it. "Grab chairs as you're passing through and create a barricade against a door. If you have got a wedge put it under the door to stop the assailant getting in."

5. Carry a whistle to attract attention.

The experts say: "Sound will be heard by everybody and acts as a deterrent. "Strap a whistle to your bag close to your mouth. If you blow it, it brings people to attention and somebody will come to help. It is better than shouting."

6. Be aware of your surroundings.

The experts say: "Use your eyes and ears. Everyday when you are walking to work or school, look at places you could take cover behind or run to."

7. Check the government website for advice on countries to avoid when travelling.

The experts say: "Do your research. It is so important to know hot zones where attacks are more likely to take place. "The government will put bans on certain countries if they feel it is necessary."

8. Read people.

The experts say: "If a terrorist is about to carry out an attack, they will be acting strangely. They will be frightened and scared and sweating. "Keep an eye out for little things. If it's a hot summer's day and the individual has got thick jumpers on, that is going to raise concern. "You might be able to identify that as a guy who has a suicide vest on."

9. Report anything suspicious using the anti-terrorist hotline.

The experts say: "Make sure you have the number for the anti-terrorist hotline - 0800 789 321 - saved to your phone and if you see something suspicious, report it. "Don't trouble your conscience. Nobody is going to tell you off for it."

10. Keep your phone fully charged.

The experts say: "Keep emergency numbers and contact details on your phone. "Make sure it is fully charged. That way, the key details can be accessed."

Life

Life

By Jean Lee

Tossed into the light

Loved by parents in delight

Learn to walk and talk

Sometimes stop and balk

Grow up and live

Find some ways and gather much to give

Make a lot of mistakes and hope for pardon

Reached midlife, feel blessed to be in my sunny garden

Pray for another day with ailing mom and pop

Realize that the end doesn’t prepare you for a teardrop

Come back to your good old chair

Breathe in the age-old air

Sing a song of lamentation from yesterday

and of faint memories that are not so gray

Ready to patiently sit

Reading the words of wit

Feel alright looking back

Grateful that I’ve been on the right track

Holding nothing much left in my pocket

But relieved to survive this lunatic world of sprocket

Not defined with one simple word

Because my life has many a side unheard

Learn to say with silence

Still sometimes roar in defiance

Hoping to be remembered as a good friend

Even long after my days end

'To err is language learner; to forgive, teachers?!!'

Students make a lot of sentences either in the form of speaking or writing or sometimes body language, and the teacher is busy spotting the wrongful use of grammar, inaccurate pronunciation, or awkward collocations in the students’ output created in the target language they learn. It is not an uncommon scene in a language learning class. However, there is not one best way for teachers to find their students’ errors and correct them throughout the course.

When I first became an instructor for English as a Foreign Language (EFL) students, one of the major foci in my class was to point out my students’ errors or mistakes. What is the difference between errors and mistakes? Errors are the results from students’ lack of knowledge of the correct norms of target language. Burt (1975) explains that errors interfere with communication and affects overall sentence organization, whereas mistakes are the deviation or processing problem in learner language that happens when they fail to perform their competence. It was always difficult to tell the students’ errors from mistakes in class. In order to help improve the learners’ errors, the method of my pendulum had swung back and forth between Contrastive Analysis (CA) and Error Analysis (EA). CA is the basis for identifying differences between the learners’ first language and the target language to learn. This method was effective in predicting areas of possible or potential errors. On the other hand, EA does not predict errors, but discovers, identifies, and describes or explains errors in learner language to find out what learners really know about the target language.

I believe bilingual language teachers are assets, because the shared knowledge of the learner language truly helps teachers identify the learner errors and explain them psycholinguistically as well. They can make the best use of CA through which the errors are effectively predicted. I have seen quite a lot of Korean students misunderstood by native English speaking teachers because the learner errors (both global and local errors) did not make sense at all to those teachers, and in the end the students were even viewed as rude or clueless to the teachers. Frustrating.

Alexander Pope said “To err is human; to forgive, divine.” Well, “To err is every language learner; to help, teacher!”  Making mistakes and errors in language learning should never be seen as a sin or something to be criticized. It is a natural phase through which one can improve their fun-filled journey of language learning!

Expressions

Target Language: (noun) a foreign language that a person intends to learn

pendulum: (noun) used to refer to the tendency of a situation to oscillate between one extreme and another

Contrastive Analysis (CA): (noun) Method of identifying differences between learner’s first language and the target language they learn. According to Contrastive Analysis hypothesis, learner errors are bidirectional between their first language and target language.

Error Analysis (EA): (noun) Error analysis discovers and describes (NOT predict) the errors. Teachers use EA to find out what learners know about target language.

global errors: (noun) According to Burt (1975), global errors affect overall sentence organization. These errors interfere with communication or comprehensibility of a text.

local errors: (noun) According to Burt (1975), local errors are errors affect single elements in a sentence. These errors do not hinder communication.

e.g., “I angry”