Home furnishings – an (almost) full house of English expressions

 

[house plan]

Home is where the heart is. Apparently, as in most domestic situations, all those feelings are somewhat at the expense of logic and consistency, at least in terms of language. While non-native English speakers can easily remember the names of the various elements of a house and their literal meanings, they often struggle the more figurative senses of these terms. It is possible to understand these expressions through the prism of a meeting of a board of directors or the exact material involved but more often only by context. In my opinion, this partial logic makes English an entertaining and human language.

In a formal meeting of directors, the chair, i.e., the person leading the session, may table a motion. Curiously, in the US this term means to take it off the agenda while in the UK it means to discuss it. In the first case, the reasons for avoiding a discussion range from it being so off-the-wall, ridiculous, that it would be absurd to waste time on the matter or, more sinisterly, the chairperson received money under the table, a bribe, not to discuss it. The criminal involved would rather sweep it under the rug, make it disappear, at least visually. On the other hand, if the members do discuss the issue, some may consider it a window of opportunity (even though most people do not enter a house through a window if you think about it). It could open the door to a better future, allowing it to happen. Opponents, by contrast, fear that it would slam the door on a better opportunity. The mere thought of adopting the motion makes them hit the roof and get very angry. Of course, interested people wait for white smoke to come out, meaning that the board has made a decision one way or another.

Sometimes the material or location provides a clue to the meaning. A pioneering person can break a glass ceiling, a illusionary limit that a society has placed on that person. In matters of window covering, a curtain call involves a very large amount of fabric as used at the theatre. So, it means getting a second round of applause at the theatre. On the same note, if it is curtains for the villain, the curtain has come down, ending his/ her plot or even life. On an even larger scale, the iron curtain was the political and military barrier separating the Soviet Union and its allies from the West. Today, its form tends to be electronic and virtual but that is a matter for another discussion. Regarding police matters, a stool pigeon may see a bit vague until you see a pigeon tied to a stool in the field as was done in the 1800’s to hunt those birds. The police still use this aviary tool in a way by placing an informer. Back to the house, if your sports team is in the basement (which is the almost annual place of my favorite teams), they are in last place in the division. By contrast, a bargain basement is where department stores sometimes concentrate their discounted products to get rid of them and implies cheap items. Details matter.

Alas, there are terms that simply have to understood in context. A couch potato rarely moves from the sofa, watching TV and eating all day. Regarding the ground below you, flooring a pedal means pushing the accelerator to the maximum while being floored by the news involves falling to the ground. Pharmacies can sell an over-the-counter  (OTC) drug without a prescription. Since the 1940’s and Curtis LeMay, some Airforce generals insist that carpet bombing, the general destruction of a city or country,  will persuade a population to surrender. Remember the classic definition of insanity: doing something over and over again, expecting a different result each time. If you are in the dog house, it means that you are not feeling loved and welcome at home. Of course, every pub visitor loves it when the drinks are on the house, i.e., free. These expressions make some sense in a certain sense.

I hope you enjoyed the tour of the house and will find it easier to navigate through the rooms. If a home is a castle, an English house is rather peculiar, with many quirks but also much character (which is a synonym for wooden beams on real estate TV programs). If English is not your native language, I hope I furnished you with some knowledge of useful idioms. It make you feel more at home in the English language.

You are not alone – the benefits of student self-identification as a classroom activity

 

[university classroom*]

The first lesson of any course sets the tone for the whole class. The students size up the teacher and make assumptions about his/her approachability, flexibility and personality. After 45 minutes of technical details on the course, the students have identified the technical specifications of the teacher, often correctly.

Unfortunately, the process is a bit one-way. The teacher is focused on presenting an organized and comprehensive description of the course and providing the relevant information. In the first hour, at minimum, the students sit quietly and politely, with maybe a few questions from the more confident ones among them. In practice, the teacher knows absolutely nothing about the students except their names. They are literally a sea of faces.

I teach English to first-year engineering students from all departments at the Braude School of Engineering in Karmiel, Israel. I have more than 30 years of experience and have learned that, regardless of the students’ age, which in my case ranges from 18-30, learners that feel some connection with the teacher try harder and have a greater chance to succeed.

Our task schedule is rather tight, especially with the war-shortened semesters this year, in terms of the amount of material to be covered as we aim to teach four skills: reading, writing, speaking and listening. Notwithstanding this pressure, I choose to dedicate the second 45-minute period of the first lesson to student self-introduction, which can take 30-40 minutes with a class of 30 students. I ask each student to state their name, what type of engineering they are studying, where they are from and something that makes them special, such as a hobby, skill or achievement. I always pose a short question after each introduction regarding some matter about which I am curious. I am aware that this activity is at the expense of a formal learning experience, e.g., articles and sentence structure, but I do not regret this choice as both the teacher and students receive far more benefit.

My benefits include:

1.   It slightly increases the chance I will remember their names although I tell them on the first lesson that I tend not to retain names (unless the students has a “special” personality or the name and face seem to match perfectly).

2.  More importantly, I catch of a sense of who they are in those few sentences, including their level of confidence and skill, emotional state and general personality.

3.  I quickly learn to appreciate and respect them as adults as I discover their amazing achievement as such an early age. I have had students that won awards in numerous sports, founded businesses and, in general, achieved more than I would have thought possible in such a short time as an adult. I may know more English than they do but they are far more talented than me in other areas. It teaches healthy humility.

The students also benefit:

1.     They discover the other students, especially the ones outside their department.

2.    They begin the process of believing that that they can orally express themselves coherently in English. Granted, it is a small step towards the final large presentation before the class. However, for many, especially the more timid among them, this success leads to more confidence.

3.    It allows them to express themselves as adult individuals and see how unique and talented they are. Chronical age and emotional age are far from identical. By being treating as an adult, they tend to take responsible for their actions, one of the key elements in effective learning.

For these reasons, I invest 45 minutes of class time to get to know my students, however slightly, as individuals. Learning is an activity that involves two parties, a teacher and a student, not merely a distant figure talking to the air. We are not alone, neither students or teachers, in this process. It is for teachers, who have the power to set the tone, to create the connection.

* Picture captions help the blind access the Internet.

Picture credit

Getting there – in English

 

[moving figure*]

The greatest difficulty in mastering English is not understanding its grammar, as many students believe, but learning and applying its vocabulary. To clarify, most concepts in English have multiple words, often coming from different roots. Each word has its own subtext, with connotations that may or may not be relevant in a given situation. Some years ago, I wrote a post about the various words for eating. Today’s post deals with locomotion, specifically walking, running and driving.

[couple walking]

Walking varies in lengths and purposes. To take a walk is rather vague term, implying neither length or goal. By contrast, to get some fresh air implies a short trip outside to clear one’s head. While taking a stroll may not be specific in length, it does express a sense of pleasure, generally social. The purpose of taking a constitutional is to improve one’s physical condition, a matter of discipline, not necessarily enjoyment. If people choose the option of walking when alternatives exist, they hoof it. In places of natural beauty, taking a hike involves several hours, even a whole day, and involves uneven ground while taking a trek is a multiday experience. There is nothing like moving your legs.

[woman jogging]

Of course, some people prefer more energetic movement, specifically running. Jogging involves a slow pace that can be maintained for a long distance, without any specific destination in mind. Trotting is bit faster, ideal when a certain place has to be reached fairly quickly. The fastest form of running is sprinting, whether in a formal race or emergency situation, when speed is of essence. A quick sprint to a specific destination, such as a store before it closes, is a dash and may involve running. Running seems to involve exhilaration of one kind or another.

[poodle in driver's seat]

Alas, in the modern word, most of us by need or choice drive a car to get anywhere. Traveling to and from work is called commuting, which may involve 4-5 hours a day in some cities. Running errands is more local and involves enriching shops and services. In an emergency and at a track, a person may race, driving as fast as possible. With all the unavoidable time behind the wheel, it is surprising to know that many people enjoy taking a drive for the pleasure of seeing something beautiful. In some places, young people cruise, i.e., drive up and down the street in order to be seen by their peers and have their cars and significant others admired. In the past, Van Nuys Blvd. in Los Angeles used to be the site of weekly cruising. At the end of a visit, you may need to hit the road before the traffic gets too bad, which is to say “leave”. Even after all this driving stress, some people believe that the best way to relax is to take a road trip for extended time and see greener pastures. When it comes to driving, to each his own.

Thus, a native speaker naturally knows which terms will apply in any context and uses the right word. By contrast, people whose English is only through formal learning often struggle to be sure what word to use. Alas, the only truly effective to fully master English vocabulary is to live in an English-speaking country. However, through movies and some explanations, it is possible to attain a better understanding. Getting there can takes some effort.

* Picture captions help the blind access the Internet.

All pictures via Pixabay.

Why (and Z Generation) English

The changes in the geopolitical map since the beginning of the 21^st century have not changed the fact that English is the lingua franca of the world. English continues to serve as the primary international language of communication. What is interesting is that of the 7.5 billion people that speak English in the world, some 20% of the total population, only 360 million speak it as native language. Therefore, the primary learners of English are people living outside the Anglo-Saxon world.

While the need for English has not changed, its purpose has changed radically. Once, the motivation for learning English was to be to travel to England and the United States and order something on the menu or talk with tourists. Only the elite few required better English to conduct business or give lectures in these countries. Today, the economy is global and requires even the smallest business people, such as an E-bay supplier, to work with people all over the world. To do so, they must communicate in English. This requirement is so vital that English is the language of communication within countries and companies whose native language is not English even if that language is a major language. For example, many German multinationals function in English while Israeli high tech-tech companies often write all their first drafts of technical material in English.

On a wider front, consumers in Europe or Asia that do not understand advanced English may find it difficult to understand vital explanations or even realize what they are buying or read the name of the store. Companies assume that buyers can read English. On the more controversial level, an increasing number of ordinary people worldwide find it natural to speak English to each other even though they are native speakers of same non-English language. Chatting in English is often considered more sophisticated. On a linguistic front for some, English words are flooding other languages and “wiping out native species”. For example, Israeli chefs love saying crispy instead of the Hebrew word פריך [parich]. Woe to the television viewer or parent that does not English.

The education systems, as usual, are generations behind.  Nomenclature in teaching English has included English as Foreign Language (EFL), English as a Second Language (ESL) and English for Academic Purposes (EAP), to name just a few. Even the latter is no longer sufficient as non-native speakers also require English for business purposes to be able to integrate into and profit from the global economy. Alas, most programs and books seem to focus on visiting London and New York and enjoying the tourist sites. The new European CEFR, a series of can-do statements for various levels of English, does provide a transitional tool but fails to define the dominant context of the English use. Furthermore, the European love of precision and accuracy ignore the fact that non-native speakers need to be able to express their ideas clearly and concisely above all, i.e., grammar is much less important than fluency and accuracy. The sad fact is that too many learners must invest significant amounts of their own money to attain their required level of English.  Worldwide, the schools are failing in the task of properly preparing them for the 21^st century.

The X, Y and Z of the situation is that all generations worldwide require advanced English to fully function in the global economy and even understand simple conversations in their own country. “The Queen lives in Buckingham Palace” may still be interesting but is no longer sufficient.