Spanish-American Institute

Jenny ARBAI

Minutes

Faculty and Staff Meeting and Workshop

April 29, 2006

 

Schedule:  The Faculty and Staff Meeting started at 10:30 am.  The Workshop convened at 11:15 am. and ended at 12:30pm 

 

Attendance:  J. Arbai, A. Bah,  A. Burakovskiy, E. Castillo, L. Concepcion, A.M. Diaz, G. Diaz, D.V. Ferraro, L. Hernandez,, E. Manliclic, M. Marcus, E. Nibeyro, N. Panganiban, C. Prager, E. Ramos, A. Santos, P. Schiffman, N. Tomskikh, A. Verbine.   

 

President’s Report:  Mr. Ferraro welcomed everyone. 

 

New Faculty Member:  He introduced Melvin Marcus, a new ESL faculty member. 

Classroom Doors:  He asked faculty to make sure that the space behind classroom doors remained free so that students arriving late could enter easily.

Super Intensive English:  He reminded faculty and staff that Super Intensive English continues to be offered. 

I-Pods:  Mr. Ferraro asked for faculty volunteers to use I-Pods to playback classroom audio instructional support material.   

Bi-monthly Exams:  Discussed the history of existing exam schedule and rationale for changing from third week of even months to first week.  Determined to change as of June, bi-monthly exams will be offered on the 1st Monday of each month.  Modified proposal to possibly exclude for December. 

 

Chair Reports 

 

              Computer Chair:  E. Nibeyro reported on the change of the DDC Windows textbook to Windows XP.   

              

Academic Dean's Report

 

NorthStar Reading and Writing CDS:  Dr. Prager reminded faculty that the NorthStar Reading and Writing texts used in ARW and Business English come with CDs that provide oral reading of the reading passages.  She will send out guidelines for using the CDs.

 

Workshop:  Integrating Dictionary Work and Reading Skills in ESL and Program Courses

 

The workshop focused on: 

1.     Helping students understand different types of dictionaries.

2.     Differences between an ESL dictionary (like Longman’s Dictionary of American English) and a pocket or regular desk dictionaries. 

3.     How to use the Longman’s Dictionary of American English as a teaching resource.

 

ESL classroom dictionary use:  In general, faculty should discourage dictionary use in class.  Translating words has little to do with learning a language.  NorthStar and WorldView teaching materials are designed to help students figure out meaning from context. 

 

However, teachers may want to do the following: 

  1. Have a “dictionary” day when students bring the Longman’s Dictionary of American English to class for dictionary work and/or
  2. Assign homework that requires the use of the Longman’s Dictionary of American English or its CD-ROM. 

 

Exploring Longman’s Dictionary of American English with Students:  Teachers are encouraged to explore Longman’s Dictionary of American English with students.  Point out the special features that make it a true ESL dictionary: 

 

1.     52,000 Words and Phrases Defined—All the Words on the Academic Wordlist Used for the TOEFL

2.     Pronunciation Aids:  The “”Pronunciation Table” on the inside front cover helps figure out how to pronounce words in the dictionary.

3.     Short Forms:  These are the short forms that identify parts of speech (e.g., “n.” for noun).

4.     Usage, Thesaurus, Grammar, Communication, and Topic Boxes:  These special features are integrated into the dictionary itself.  These features make this a true ESL dictionary that helps students learn English.

5.     Learners Handbook (Workbook, Writing Guide, Grammar Guide, Communication Guide (A13-p. 1056)—This section includes a complete summary of English grammar, a thorough guide to writing an essay, letters, and/or resumes, and much more.

6.     Irregular Verbs, Geographical Names, and Weights and Measures:  There is an irregular verb reference section starting on p. 1056, a list of geographical names (countries and people) starting on p. 1059, and a weights and measures table on p. 1064.

7.     Map of the USA:  The Dictionary includes a map of the USA on the inside back cover. 

 

Thesaurus Feature:  A thesaurus helps students understand the meaning of words that are related but not the same.

 

In teaching writing, we discourage students from using the same words over and over.  However, students often think that the words listed in a thesaurus entry are interchangeable.  This is not so.  For example, in defining “ship,” Longman’s Dictionary of American English provides a thesaurus entry for different kinds of ships:  battleships, cruisers, tankers, etc.  Because it is an ESL dictionary, it helps students understand that these words are not synonyms for “ship” but words describing different kinds of ships. 

 

International Phonetic Alphabet (IPA)/Pronunciation Guide:  Faculty should spend some time with students on learning the IPA in the Pronunciation Guide.  A few minutes spent now learning how to use IPA symbols will prepare them forever to use pronunciation symbols for pronouncing new words. 

 

Interactive CD-ROM: The interactive CD-ROM that comes with the Longman’s Dictionary of American English is packed with English learning activities.  It includes: 

q      A “pop-up” dictionary to check words while surfing the net. 

q      The definition of any word and lots of practice using it—see its picture, hear the word pronounced, hear the word used in a complete sentence, record its pronunciation and/ or record your pronunciation of the sentence using it, and playback your recording.

q      Practice speaking sentences using vocabulary words.  . 

q      Practice vocabulary building through exercises, word-games, and other activities.

q      Practice listening and writing through dictation. 

q      Practice taking two TOEFL exams.  (The two TOEFL exams are from the former TOEFL test.  While the new test is different, the old test is excellent for extra practice, especially in reading and listening.)

q      And more!