iPower

What is today's BE lesson must-have?

The sine qua non of the pedagogic encounter?

It certainly isn't the course book.

Often enough, it's not even a room - at least a physical one.

No, the  indispensable piece of kit for every BE encounter seems to be the iPad.

Specifically, it is the learner's iPad.

But why?

The Top 5!

I have a secret.

One about which I feel quite guilty.

It is the online love that dare not speak its name.

Actually, I'm not even sure it has a name - catalogophilia, perhaps?

I speak, of course, of the love of lists.

The lexical load: 5 forms of repetition

Here in the heart of the oil industry, no-one says anything about oil.

No-one stumbles for a word, no-one mixes up a moon pool with a mousehole, and no-one asks me any questions like, 'How do you say нефть in English?'.

There is a good reason for this: the highly technical and complex vocabulary associated with the oil industry is well known to my learners already.

All of them come equipped with spreadsheets full of hundreds of specialist terms, most of which I have only a passing acquaintance with.

This is a shame in some ways as the nouns which fill these lists are eminently teachable and learnable.

Be that as it may, what my learners want is generally a mixture of GE and BE vocabulary, rather than ESP.

And I specify vocabulary here because it figures much more prominently on learners' wish lists than grammar (in an almost inverse proportion to its prominence on GE learners' wish lists).

So what is the best way to deal with this higher-than-usual demand for lexis?

O, and improving fluency

Needs analyses often seem to end with an addendum: O, and I want to improve my fluency.

Whatever the main objectives might be - report writing, doing negotiations, meetings - there always seems to be a demand for speaking better generally.

It's not so much the icing on the cake as the wish for a completely different dessert in the first place.

As the client is always right, how is it possible to satisfy their desires in this area?

If the accident will (ii)

What follows is a small example of what happened when 'the accident' did.

It began with two Tweets.

The first was by Carl Dowse recommending The Shallows by Nicholas Carr.

As so often with my PLN, the second Tweet had actually come first.

It was by Maria Popova and led me to her marvellous site describing books on the future of the internet.

This is typical of the recursive trajectory described by manoeuvring around a PLN.

It takes one Tweet to make an itch, but a second to make me want to scratch it.

If the accident will

'If the accident will'.

It sounds like a sentence designed to break CELTA trainees, but it is actually a stand-out line from a stand-out book, Slaughterhouse-5.

It's a line which, in the novel, captures the aleatory character of existence but which, for our purposes, also describes the happy juxtaposition of two or more sources from your PLN.

You happen to be reading, for example, about the experimental use of whale-song in meeting role-plays when you chance upon a blog post about white noise in learning environments.

The connection may only be tangential, but it is possible to sense a cognitive chime when this happens, a palpable re-adjusting of mental cogs.

It is a mini-Eureka!

But is it Eureka-lite?

Presentation Zen and the art of being two people

When is it right to tell a client he is wrong?

Is it:

a) when you know you are right?

b) when you think you are right and you have so little time that you can't afford to debate the niceties?

                                                        c) simply, never?

This is a relatively easy question if you are only teaching English, but if you are also training them to do something in English it becomes more complicated.

Networked intelligence

One of my favourite definitions of a service is that it is networked intelligence.

From my own experience, I know how valuable the network of blogs and Twitter feeds are that I regularly connect with.

They furnish me with ideas I wouldn't have thought of, promote a self-reflexivity that would otherwise exist only as a weak, stunted wretch, and inspire me to improve my practice in ways I had never imagined.

It is the very definition of a networked intelligence in action.

It is exciting, liberating, and stimulating, so why don't more people use it?

Appearance

If Business English is a service, what kind of service is it?

One of the more ubiquitous introductions to Service Design suggests that 'in Educational Services, [service] has the form of a promise to produce a new capacity for the customer to make new promises.'

When we sign a contract with someone, then, we are promising that we will enable them to make promises to others.

It almost sounds like a pyramid scheme.

And precisely because it does, it highlights the importance of something that receives commendably little attention: appearance.

Participle clauses: little objects of desire

Is there a connection between what a learner pays and what a learner does?

A group of learners pays considerably less than someone receiving individual tuition, but is the concomitant to that a lower level of effort and, consequently, achievement?

I was set wondering about this after reading Seth Godin's post 'Do it tomorrow'.

In it, he argues that people often confuse the value of advice with what they pay for it, even though there is often little correlation.

More intriguingly for BE, he proposes that, 'One of the most effective ways to get your ideas implemented is to charge a lot for them.'

This certainly sounds appealing on several different levels.