Today is ‘pancake day’. Wait a second what does that mean? Well ecclesiastically we are entering the season of Lent where traditionally in the Christian calendar people fasted or gave up rich foods…
Source: Pancake Day
Today is ‘pancake day’. Wait a second what does that mean? Well ecclesiastically we are entering the season of Lent where traditionally in the Christian calendar people fasted or gave up rich foods…
Source: Pancake Day
As I have mentioned before, the Sapir-Whorf hypothesis claims that specific languages affect how speakers view the world. Recently, I came across this article about a Japanese company that is making its employees (in Japan) speak English: Japan continues to work inside a linguistic bubble – not least because many firms in Japan are oriented […]
This post discusses both the word and the events.
Brexit is an interesting term, with over 100 million hits in Google it’s also a hot topic, despite what some wish. First recognised by the OED in 2012 it’s older than some imagine if still very young as a word. Also in 2012 from the OED there was Grexit which was perhaps popularised a little earlier (but now has just 4.5 million hits in Google) under fears that Greece would crash out of the Eurozone. Also posited were Frexit (not yet recognised as a word by the OED, 0.8 million hits in Google and described by Wikipedia as “based on Grexit”) and the possibility that Spain and or Italy may also leave the Eurozone. “Spexit”seems was never likely to catch on (with a mere 50K Google hits). While *Itexit *Nexit (The Netherlands) are discussed their traction is limited; although perhaps growing in the case of Nexit.
Why does Brexit work so well? well Brexit and Grexit are easy to say, clear and understandable as blends of the words they derive from. The consonant cluster at the beginning of the word seems to help. But, Spain also starts with a consonant cluster. But, in this case the following vowel sound is a diphthong not the short /e/ that starts exit, and the /I/ in Britain and the /I:/ in Greece being monothongs merge better with the overall shape of the word.
Of course we also get asked what it will mean for us.
UK Universities and schools have been feeling the pressure of uncertainty here, and Winchester is not alone in that regard although some figures show we’re less threatened than many institutions. While this has obviously been of particular concern for us in ELTSU, here at Winchester we’re continuing to build on our base as an open and welcoming institution with this message from our Vice Chancellor.
Brexit and US immigration
As I said following the results of the EU referendum last year, we are a proudly European university with a global outlook. With students and staff from nearly 80 countries, we hugely value the contribution and uniqueness of each individual, wherever they are from.
For many members of staff and students, these are troubling times; questions remain about what Brexit means for EU nationals, and the deeply disturbing developments in the USA pose real threats to people in our community.
Whilst these questions remain, may I reiterate our commitment to all of our students and staff. We are working closely with colleagues across the sector as policy emerges following the recent Brexit vote in the Commons. We will be establishing an EU Nationals support group that will seek to provide advice and guidance as policy becomes clearer over the coming months.
Our community will always remain resolutely open and hospitable.
Are you an international student at Winchester who’d like help? Canvas Link
Tomorrow is Burns Night, 25th January. Scottish is a distinct variety of English with it’s own vocabulary and usage. Here are some of my favourite Scots words.
In honour of Burns Night (the celebration of Scotland’s national poet) here are some of our favourite Scots words. By the way yes it’s Burns Night, not day; after all (especially at this time of ye…
Source: 10 Good Scottish Words:
The blog at The Learning Scientists is well worth following. Here is their self description: We are cognitive psychological scientists interested in research on education. Our main research focus is on the science of learning. (Hence, “The Learning Scientists”!) Our Vision is to make scientific research on learning more accessible to students, teachers, and other educators. […]
Following on from the lecture the seminar is probably the next big hurdle and to discuss the seminar in terms of just one skill is to leave half of it out. The two key skills here are listening and speaking and seminars can be an essential part of your learning at university especially if you benefit from talking ideas out or want to try out your developing competence in your field in a supportive and colligate environment. This week the mnemonic (easily remembered word) is QuICK.
Content and Context
QUESTION: Seminars are the ideal place to ask any questions that may have arisen in the lecture, the reading or related to the coursework and assessments. They are also a good place to address any problems you may have encountered with the materials, your assessments or your study of the field in general, but try to stay on topic as seminar time is a precious resource, you may want to book a personal tutorial to cover things as well.
INTERACTIVE: Seminars are much more interactive and student focused than lectures can be. In the UK HE sector most Seminars (but perhaps not all) will be between 15-25 people where lectures can be a couple of hundred even at a small institution like Winchester. In that it’s an interactive session it can be much more difficult to prepare and plan for it. But, focusing on the moment is just as important as it is in a lecture.
CONTENT and CONTEXT (yes I’m cheating but I only have one C in Quick!)
Firstly, when you are speaking in a seminar, you have a clear context (the subject you are studying, the reading or lecture being discussed or expanded upon, and/or the application of knowledge gained from one or both) all this serves as a scaffolding to support what you are saying and make it easier for your colleagues (whatever their language) to understand you.
At the same time both you and your course-mates have all signed up to study this particular field and presumably are interested in it, (at least generally if not always specifically). When they are listening to you in seminars they will be much more interested and focused on what you are saying not how you are saying it. Another important feature to keep in mind here is that language teachers have to be specially trained to do this well, most people won’t notice little grammatical or pronunciation slips (with technical jargon it’s not uncommon to hear varying pronunciation among native speakers of the language dependent on dialect, subfield or education).
The last point here is that in interactive speaking (which seminars feature within) you need to focus on fluency even if this comes at the expense of accuracy. Some seminars can be quite fast paced and if you take too much time to formulate your response or question the talk will have moved onto another aspect, (which you may have missed because you were worrying about grammar). Stick with the talk in the moment and say what you have to say, (even if you’re not sure how to say it).
KEEN: Don’t be afraid to be passionate, even out-spoken at times. Seminars are one area where international students with differing expectations and educational experience can be an invaluable asset to the group as a whole. You might be the only representation of a particular cultural viewpoint on a novel, or a business practice. Don’t keep these to yourself and don’t suppress them; enrich everyone’s experience and they’ll make sure they keep you around and involved.
Hampshire Harvest Festival This weekend it’s the Hampshire Harvest Festival hosted around Winchester Cathedral. As well as kid’s activities there will be a variety of stalls showcasing the county’s agricultural produce. With that in mind here are some harvest, (and harvest related) words.
Harvest appears first in English as a noun (in 902 OED) and is derived from Old English, with related words in a number of old Germanic languages. Around 1400 it started to be used as a verb as well both uses are still current.
The harvest originally refers to the time of year autumn (or fall for our American readers) but now is most commonly used in compounds like Hampshire Harvest Festival, Harvest Faire, Harvest Moon Etc.
It’s also widely used to talk about the outcome of some work even if that work has little to do with agriculture. Ex, ‘The harvest of new contacts from the latest advertising campaign was down on predictions again. I think we need to reconsider the approach.’ This more metaphorical approach also works as a verb Ex. “Analysing the survey data took longer than expected but we were able to harvest some really significant leads, even if the data is not entirely conclusive.”
A threshold, we may commonly understand to be the liminal space in the doorway say between two rooms, a room and a hallway and/or the inside and the outside of a building. The term comes from thresh (what you do to grain crops to separate the edible bits from the straw) and hold meaning to keep. Originally thresholds were put in the doors of barns to stop the grain blowing out.
A harvest moon is a large often orange-ish moon in autumn that would allow agricultural workers to work late to get the harvest in, or at least to return late from the fields before we had streetlights, torches (flashlights for you Americans) and cars.
Reap what you sow: this old saying means that you get what is coming to you. If you are nice and helpful towards others (even when you don’t have to be) then they are likely to be kind to you when you are in need. If you only do what you need to, then they are likely only to help you as much as they have to. Reaping is one of the first stages of harvesting many crops especially grains.
The grim reaper: this goes back in folklore to the idea that there is a spirit or “angel of death” that collects the souls of the recently dead and takes them to heaven. Normally depicted as a skeleton in a black hooded robe with a scythe, the grim reaper is a common theme for Halloween costumes.
To scrump: this means to take fruit, (especially apples) from trees that are not yours. Don’t forget scrumpy a type of strong cider perhaps made from these apples.
Lectures can be a huge part of academic study especially for undergraduates and taught programmes.
They present one of the first academic linguistic challenges that a second language user of English will face at university and our support-tutors have already seen several people this week who were finding their first lectures daunting. If you’d like to join them get in touch.
Attending a lecture is a bit more demanding than finding a seat in the right room at the right time. (Although, depending on the campus and the time-table this can be a hurdle in its own way especially in the first week.) There are several (remarkably easy) techniques that you can use to get the most out of going to lectures. Before we look at them let me just make one thing clear, you need to find the way that works best for you; these suggestions might help most people most of the time but everyone is different. If you are already doing something that works well for you then don’t change that.
An easy way to remember today’s tips are, is PLANTER. A Planter is a piece of furniture (indoor or outdoor) functionally built for growing plants and/or vegetables. Lectures can often serve as the seed of further work and developing your lecture skills is a good way of encouraging those ideas to develop into good work, just like a planter in your home or garden.
PREPARE: At Winchester a lecturer using slides will share the slides beforehand. Even if there are no slides for a particular session there will still be an outline. If you can’t find these try emailing the lecturer to ask for them. Looking through the slides and/or outline or even brainstorming the topic the day before can help prepare your mind for listening to the lecture. This works through schema activation and by activating your existing schema (background knowledge of the topic of the lecture) you help make sure that you learn as much as possible from the lecture. Many courses will also set a weekly reading this is usually (if not always) complementary to the lecture for that week. Reading it before the lecture can help to prepare your mind and enrich your schema. Another key aspect of preparation is making sure you have the right equipment and materials for the lecture. Whether that’s an audio recorder, (more on this later) a notebook and pen or your laptop to take notes, or even a print-out of the slides to work with you want to make certain that you have got everything you need (including your cup of coffee and taking a toilet brake before the lecture starts).
LISTEN IN THE MOMENT: It may seem amazing but I’ve seen student go through whole lectures with one earphone in, (and occasionally audible music distracting people around them). Also phones ringing or even buzzing & vibrating in pockets and bags. All of these can distract you from what’s going on right now in the lecture. Another big part of listening in the moment is focusing on what is being said at the time. Not trying to copy down what’s on the slide (remember you can down load them) not trying to write down every word that’s said, (most people speak 2-3 times as fast as they write). Try just focusing on the ideas that the lecturer is sharing with you at that moment.
ACTIVE LISTENING: This means overtly and deliberately paying attention to the lecture and the lecturer. Not staring at your laptop, phone, or notebook. Watch them; don’t be afraid to meet their eyes. Seeing people paying attention to your lecture is encouraging to the lecturer, it also shows them if you are following and understanding or whether they need to explain things a little bit more. Even in a large lecture hall those people in the first few rows can share this interaction with the lecturer.
NOTE TAKING: It’s not uncommon to see some people taking notes even in public lectures where there’s no course to take notes for. The act of making notes on something helps us to form memories and the written document can serve as a useful prompt for memory in the weeks and months that follow. Scientific studies have shown that it’s best (for most of us) to take notes with a pen and paper compared to typing notes directly into a tablet, we remember more (even without consulting our notes) and tend to take more useful and selective notes. One fairly widespread and successful note-taking method uses the top 2/3rds of the page (leaving a wide margin) for the core of notes in the lecture. The margin is reserved for particular things you want to single out, a name you want to remember, an article or book you want to read, advice for an assignment that you feel will help you. Lastly the bottom third of the page is where you can summarise and personalise the notes, importantly after the lecture. This may cut into your social life a tiny bit but it gives you a second chance to engage with the notes and tailor them to you personally. This will give you a big boost to your memory of the lecture.
ENGAGE: If you’re doing the things listed above you will already be engaging to an extent but depending on the size of the lecture, and the individual lecturer, engaging further may be an option. In large 1st year survey courses it may not be practical or appropriate to shout out questions or opinions, but many lecturers will welcome these at appropriate moments. Don’t be afraid to ask or even offer your view/experience. In courses I’ve taught with the same lectures the groups with more engaged learners all did better from their engagement. In British culture at the moment there seems to be a silly fashion to be anti-intellectual and anti-expert; but if you’re not interested in expertise and being intellectual about a subject why are you at university studying it. Embrace your inner geek; you’ll enjoy your course more, get more out of it and better marks as well.
REVISE and REFLECT: The lecture experience doesn’t end at the end of the lecture. Take the time to: look back over your notes; follow any interesting leads that were mentioned; re-read the slides/article/chapter associated with it. Work out for yourself what the important ‘take away’ points are for you personally, and how these fit into your wider, ever developing knowledge of the subject.
It’s almost the start of another academic year at Winchester, (Tuesday of Welcome week as I write this). Today is also the pre-sessional exam board. Our tutors have already been teaching for 12 weeks. So with that in mind, and sparked by a conversation over coffee this morning, let’s look at what a pre-sessional programme should do. The points below are all taken from feedback and expectations of students both past and present.
A pre-sessional should: …
‘Teach grammar and vocabulary’ – yes and no. This sounds like a very basic expectation of any language class, (from the view that language is made up of grammar and vocabulary). By the time you get to the pre-sessional you have probably got most (if not all) of the nuts and bolts grammar you need. Additionally, the formulaic verb phrase teaching that helped you get this far isn’t as useful in academic contexts. It is true that there are words which are much more common in academic contexts. SEE Coxhead LINK. Practicing sentences with dummy subjects (ones that start with it/this etc.) can also be useful as it’s often left out of grammatical syllabi, or glossed over in application, and you will use this frequently in academic writing. Of course applying some of the grammar and vocabulary knowledge you already have; work on good drafting, proofreading, rewriting and editing skills is invaluable. So teaching grammar and vocabulary no teaching proofreading and editing of that grammar and vocabulary yes.
‘Raise my IELTS score’ – No, proficiency point exams like IELTS can do no more than provide an indication of proficiency in a language. They occur on a single day and can be prepared for and even coached through. Your IELTS might go up (or it might not) the language skills you need at Uni are very different from what you need for IELTS. For example writing you will be writing an order of magnitude more for even first year papers that is possible within the framework of IELTS. What’s more what you write will be expected to be polished through several (or at least a few) drafts, supported with reasoning, citations, data, research, evidence, analysis and argumentation, again hardly possible in a couple of hundred words.
‘Let me on to my University course’ – Well yes if you’ve been required to take a pre-sessional before starting then this is something you need to do. However, this wording gives the impression you’re not really engaging with the pre-sessional in its own right. Any good pre-sessional prepares you for your course of study, but this is much more complicated that the tick box or a traffic light system this implies. Some Universities have separate pre-sessional programmes for different streams of study while this may be in part due to different requirements it’s also because different fields of academia tend to express themselves differently. And when you have so little time to prepare it can be a benefit to prepare very specifically. For example in many business focused programmes reports are much more common than traditional essays. In the arts and humanities (and also business) you’ll almost certainly have to stand up and give a convincing (argumentative) presentation. Whereas in the sciences you might need to report on research or give a presentation of data, but you want to let the facts/data convince the audience not try and argue them into agreeing.
‘Help me settle into life in the UK’ – We do pride ourselves at Winchester on the pastoral care of our students. Naturally, we’d argue that all good pre-sessional programmes do this. However, this isn’t something that will get a lot of classroom time devoted to it and even more than adjusting to the academic life this can be a very personal issue. Some students will want to study here for purely academic reasons; others will be much more keen to integrate socially as well as academically. Additionally, every different culture will need to adapt differently, and every student personally.
‘Teach me how to do well at Uni’ – Yes this is another thing that every good pre-sessional programme does. Academic culture can be subtly (or quite unsubtly) different at different institutions let alone countries, even ones that share a single language. Many of our American international students have struggled with differing expectations, despite going to school their whole lives in English. Our pre-sessional at Winchester engages lecturers from around the University to teach and give guest lectures, workshops and seminars every week. The current heads of both the English Literature and English Language Programme are former ELTSU tutors. We’ve had lectures from Linguistics, Education, Business, Sport, Music, Archaeology, History and many more.
There is a saying in real-estate circles “location location location” and when you come down to it where one is can be very important. Recently Winchester has been judged the best place to live in the UK, see here, here and here. While Winchester is in no way immune to problems, as this blog mentioned and in other news, these are minor. There are a wide range of events and festivals based in the city, the Hat Fair is perhaps the best known internationally. It’s also a popular destination in any season whether for a specific event or just to walk around.