Learning English with CBC Listening Lessons for Intermediate Students Based on the podcast “Manitoba This Week” Broadcast date: May 17, 2008

Lesson 26: Self Study Edition

Level: Benchmark 5 and up Topic: EAL – More Than a Language Program Skill areas: Listening, Speaking, Reading, Writing Language tasks: Listening – listening to a short interview for main ideas, details and inference Speaking – extending/accepting an invitation; giving advice Reading – reading an information text Writing: writing a summary of a text

Language competencies: Vocabulary, Pronunciation, Listening and Speaking Strategies, Sociocultural/sociolinguistic Competence

Extend your learning: Learn more about culture shock Extend/Accept an invitation to participate in Heritage Day Provide advice on how to involve newcomer students and their parents in Manitoba schools Essential Skills1: Writing, reading text, thinking skills, oral communication Appendices: Transcript of the podcast Answers to Worksheets

Attention students: You will need to print the lesson to be able to complete the activities.

1 Essential Skills are the skills required to successfully participate in the Canadian Labour Market and they are a natural extension of EAL lessons. In 2008, the Essential Skills that are included in Learning English with CBC lesson plans will be noted on the cover page. Manitoba Memo

Almost half of the newcomers to Manitoba are school-aged. As the province’s newcomer population grows, school divisions are adapting and innovating to meet the needs of their immigrant and refugee students. For example, in southern Manitoba, many schools are offering EAL (English as an Additional Language) programs and resources. As the region’s immigrant population continues to grow, the province plans to build a new school and add to an existing school. In Winnipeg, Louis Riel School Division welcomes the highest proportion of refugee students in the province. The Division has set up a Newcomer Family Reception Centre that welcomes immigrant and refugee families and supports their educational needs. Sometimes, people assume that the primary need of newcomer students is to learn the language of their new country. But that’s only one part of what EAL programs do. Just as important is the emotional and other supports provided to students and their families as they adjust to their new environment. Teachers will be quick to tell you that there are no “typical” EAL students. EAL students come from many different cultural and linguistic backgrounds and have had a wide variety of life experiences. The challenge in the classroom and beyond its walls is to provide EAL services that respect student’s language and culture of origin and build on their existing abilities.

Background

1. Before you listen, read the Manitoba Memo and think about the following questions

▸ What do you think are some of the biggest challenges newcomer youth face when they start school in Manitoba (or in a new country)?

▸ What do you think are some of the biggest challenges newcomer parents face when their children start school in Manitoba (or in a new country)?

▸ Who do you think adjusts more easily to life in a new country? Children or their parents? Why do you think that?

▸ What do you think are some of the biggest shocks or surprises newcomers face when they come to Manitoba?

Self Study: EAL – More Than A Language Program Learning English with CBC Page 2 of 16 2. Words you need to know

Here are a few words you need to know to understand the podcast.

one-stop-shop A place or store where you can find everything you need. You don’t need to go anywhere else. culture shock Culture shock is a term used to describe the stages people go through when they are adapting to life in a new country. Some people have great difficulty adjusting to their new culture while others adjust quite easily and don’t experience as much culture shock. flexible A person is flexible if they can adjust or adapt easily to a change in their situation or plans. emotional support If someone offers you emotional support, they try to understand how you feel and help you deal with emotional problems. . overwhelming If something feels overwhelming it means you are overcome by it. It is just too much for you. For example: Things were so different at his new school that he felt overwhelmed. He didn’t know what to do or who to ask for help. allude to To mention something but not give many details. For example: Our teacher alluded to problems with last year’s class but she didn’t tell us what they were. 3. Predict what the podcast is about

In this podcast, reporter Chris Read tells us a little about the EAL program at Maples Collegiate, a high school in Winnipeg. Half of the students at the school are of Asian heritage.

Self Study: EAL – More Than A Language Program Learning English with CBC Page 3 of 16 Based on your own knowledge and experience about what it’s like to adjust to a new school and a new culture, decide which of the following statements about the podcast are likely to be true. Can you explain why you chose true or false for each one?

Statement T or F 1. Most newcomer students at Maples Collegiate will be in an EAL T program or class.

2. Learning a new language is only one of many challenges newcomer students face.

3. It can be a shock to find out just how different people are from one culture to another.

4. Most cultures have similar views on what is appropriate behaviour for students.

5. Parents usually adjust more quickly than their children to a new culture.

6. Maples Collegiate holds an Asian Heritage celebration.

4. Get ready to listen

In this podcast, you will hear four speakers. You will hear:

Marcy Markusa – introduction Margaux Watt – host Chris Read – reporter Murray Goldenberg: EAL teacher

Play the podcast for the first time.

Self Study: EAL – More Than A Language Program Learning English with CBC Page 4 of 16 5. Listen for sentence stress

This time, when you listen to what Chris Read says at the beginning of the podcast (lines 8-13), write down some of the words that Chris stresses when he speaks. You can use the transcript to help you if you need it. What do the words he stresses have in common?

Now listen again. This time listen for the unstressed or reduced words. What kinds of words aren’t stressed?

Here are the basic rules of sentence stress in English.

1. Stress content words, such as main verbs, nouns, adjectives, adverbs and negatives such as “don’t.” 2. Do not stress words such as pronouns, prepositions, articles and conjunctions. They are not content words and do not carry meaning.

6. Listen for details and inference

When you listen this time, listen for details and inference. Then see if you can answer the following questions.

1. How would you describe the EAL program at Maples Collegiate? What are some of the things the program provides for students?

2. What words would you use to describe Murray Goldenberg, the head of the EAL Department? Underline or circle the words that you think best describe him.

empathetic soft-spoken insensitive strict

committed

3. Were there any words you didn’t underline? Which one(s)? Explain why you didn’t choose them to describe Murray Goldenberg.

4. What did the Chinese boys do that was seen as inappropriate behaviour?

5. Do you think it is an EAL teacher’s job to explain to the boys that their behaviour is inappropriate? Why or why not?

Self Study: EAL – More Than A Language Program Learning English with CBC Page 5 of 16 After you listen

a) Review your pre-listening predictions

Quickly review your pre-listening predictions. Were you able to correctly predict which statements were true?

b) Acronyms

In the podcast, Margaux had a little difficulty with the acronym E-A-L. Can you remember what she said? First, she pronounced the acronym like a word - “eel.” Then, realizing that was incorrect, she said the letters in the incorrect order, as E-L-A.

Margaux was familiar with the acronym ESL (English as a Second Language) that was used up until a few years ago. She was not familiar with EAL (English as an Additional Language) and wasn’t sure how to pronounce it. There are no hard and fast rules about how to pronounce and use acronyms. Some are pronounced as words, for example NAFTA (the North American Free Trade Agreement) but others that could be pronounced as words are pronounced as letters, for example, EAL. Learning acronyms is like learning words – you build your “acronym bank” over time with the acronyms you need to know. Luckily, there are many acronyms that are particular to an organization or profession and you’ll never need to learn them!

Here are a few general guidelines for using acronyms.

1. When you first use an acronym in writing, you should spell it out. After that first time, you can use only the acronym because it is assumed your reader now knows what it means. For example: Murray teaches EAL (English as an Additional Language). The EAL department at his school provides many services to students.

2. Acronyms are usually formed by taking the first letter of the important/content words. For example: English as an Additional Language and Canadian Broadcasting Corporation.

3. Most acronyms are written in capital letters.

4. Most acronyms where you individually pronounce each letter are proceeded by “the”, “a”, or “an”. For example: the EAL department, the UN (United Nations).

5. Acronyms pronounced as words generally don’t use an article. For example: NATO (North Atlantic Treaty Organization) representatives met in Brussels to discuss the current crisis.

Self Study: EAL – More Than A Language Program Learning English with CBC Page 6 of 16 6. Some acronyms are used so frequently, people rarely spell out the individual words – they may not even know what the words are. For example: DVD (Digital Video Disk or Digital Versatile Disk)

Here is a list of some common acronyms and their meanings. Several are only used in Manitoba. The sentences below use the acronyms in context. Can you find the acronym that completes the sentence?

Acronyms

PD: Professional Development UV: Ultra violet

WHMIS: Workplace Hazardous Materials Information System

EI: Employment Insurance MPI: Manitoba Public Insurance

CD: Compact Disk WCB: Worker’s Compensation Board

SPF: Sun Protection Factor CPP: Canada Pension Plan

LC: Liquor Commission (or MLCC – Manitoba Liquor Control Commission)

1. If you get injured at work, you may be eligible for compensation from the WCB.

2. The sun’s ___ rays are very strong today. Make sure you wear sunscreen with a ____ of 30 or higher.

3. I just bought that rock band’s new ___. It’s great to listen to in the car.

4. It’s really important to learn the ______symbols. They tell you whether the products you are working with could be dangerous to your health.

5. Your employer will take income tax, ____ and ___ off your pay cheque.

6. When the teachers have a ___ day, there is no school. Students get the day off while teachers develop their professional skills.

7. I’m going to stop at the ___ on my way home to buy a bottle of wine for dinner.

8. The company that provides insurance for drivers and vehicles in Manitoba is called _____.

Self Study: EAL – More Than A Language Program Learning English with CBC Page 7 of 16 c) Learn more about culture shock

Often we are asked to read information and then summarize it. Summarizing what you have read is a good way to ensure you understand it and remember it.

Read the following information about culture shock at the workplace. When you are finished, choose one of the three sections of the article and write a summary of it, using the guided writing format provided.

Culture Shock in the Workplace2

1. What is culture shock?

Starting a new job in a new country with different cultural norms can be difficult. Not only is the company’s culture new and different, but so is the community surrounding you.

All of these differences can lead to culture shock - a natural reaction in the process of adjusting to a different culture.

Culture shock has two quite distinctive features.

First, it comes when the newcomer realizes the behaviours, perceptions and values that they have always accepted as correct are no longer valid. In the workplace, this may include attitudes toward punctuality, schedules, hierarchy, group dynamics and taking a risk.

Second, culture shock does not have a single cause. It is cumulative. It builds up slowly from a series of small events that are difficult to identify. However, as time goes by, the differences become overwhelming.

Usually, when people first come to a new country they are very happy and excited. But culture shock can appear anywhere from one month after arrival to several months later. It can last anywhere from a few weeks to months.

2 Adapted from an article in the Canadian HR Reporter by Zelda Fedder, September 25, 2006.

Self Study: EAL – More Than A Language Program Learning English with CBC Page 8 of 16 2. What it looks like

An employee experiencing culture shock may be in a state of distress. They may withdraw from their work situation or becoming aggressive Symptoms include anxiety, confusion, depression, fatigue and feelings of inadequacy.

Withdrawal symptoms include avoiding contact with your colleagues and an inability to work effectively. It is at this point that people often say: “Coming here was a mistake. I’m going back home.”

Aggressive symptoms of culture shock may include over eating and drinking, irritability, hostility towards colleagues and verbal and physical aggressiveness

It is important to note that not everyone will experience a severe case of culture shock, nor will any individual have all the symptoms. Many people will go through culture shock with few problems. But many others won’t, so employers must be prepared to help.

3. Ways to help

Managers need to understand the important role they play in helping a new employee feel like they are part of the company.

Some companies assign a mentor to help the new employee understand the cultural expectations of their new workplace.

Employers can also help new employees by supplying them with the names and contact numbers of various faith centres and organizations that can help them. Connecting them with others in the workplace who have had a similar experience is also helpful.

Other strategies that can help include taking part in local community life, participating in favourite activities such as running or biking, and getting to know people from the new country’s culture.

But the most important thing is staying positive and being patient. Most newcomers find it reassuring to know that culture shock is normal and that others experience similar challenges.

Self Study: EAL – More Than A Language Program Learning English with CBC Page 9 of 16 d) Write a summary

Use the format below to write a summary of one section of the article on culture shock.

Format Your sentences In the first sentence, make a general statement about the topic.

This article is about… Use the next two sentences to give one or two important details about what you have read.

There is information about…. I learned that…. If there is more information you want to include, add it here.

I also found it interesting that… In the last sentence, state your opinion about the information you have read.

I think that…

Self Study: EAL – More Than A Language Program Learning English with CBC Page 10 of 16 e) Extend and accept an invitation In this activity, you role-play a scenario where a teacher calls the parent or older sibling of one of her students to invite them to participate in a Heritage Day which is being held at the school. Make notes for each role and then practice saying the role-play out loud.

Teacher: Greet the person who answers the phone and introduce yourself. Ask to speak to ______(your role play partner’s name).

Parent/Sibling: Tell the teacher they are speaking to the right person. Ask what you can do to help them.

Teacher: Tell the parent/sibling that the school is holding a day to celebrate the heritage of their country. Invite them to come and participate.

Parent/Sibling: Ask for more information. When is the event? What would you be expected to do?

Teacher: Tell the parent/sibling that the event is the first Friday in June, from 1 p.m. to 3 p.m. at the school. Tell them is it up to them what they would like to share at event. Give a few examples of things they could do.

Parent/Sibling: Thank the teacher for the information. Accept the invitation to attend. Ask if it would be appropriate for you to bring a picture or memento from your country to talk to the students about.

Teacher: Say that would be fine. Tell them you are looking forward to meeting them and that you really appreciate that they are coming to the school to celebrate Heritage Day.

Parent/Sibling: Say you are pleased to be invited and happy to attend. Close the conversation.

Self Study: EAL – More Than A Language Program Learning English with CBC Page 11 of 16 f) Give advice to Manitoba schools

Welcoming newcomer families to our schools

Over the past decade, the number of newcomer and refugee students in Manitoba’s schools has increased significantly. Schools are working hard to find ways to welcome newcomer and refugee families and to make their programs more culturally aware.

You have been asked for ideas on things schools can do to ensure that newcomers feel welcome and supported. They also want your ideas on how to involve newcomer parents in the school’s activities.

Here are a few ideas from other schools:

 Make a school calendar that shows all the major faith and cultural celebrations of all students who attend the school.  Offer translation services to parents at parent-teacher interviews.  Offer a brochure for parents (in several languages) on how school works here and what may be different from their country of origin.  Be sensitive to cultural holidays. For example, don’t schedule a parent- teacher interview with a Muslim family on the eve of Ramadan.  Invite parents to the class to share information about their culture.

What advice would you give the school? What kinds of programs, activities and events do you think would work best to get parents/students involved? List three things the school could do. Here are some ways you can start your sentences: I think they should…. Another thing they could do… The best thing they could do… Maybe they could… My advice:

1.

2.

3.

Are there things schools should make sure they don’t do? What are one or two things schools shouldn’t do?

Self Study: EAL – More Than A Language Program Learning English with CBC Page 12 of 16 Want to know more…

More information about the Louis Riel School Division’s Family Reception Centre is available at: http://www.lrsd.net/N3/Attachments/Newcomer_Family_Reception_Centre.pdf

Information for newcomers about education in Manitoba can be found at: http://www.gov.mb.ca/labour/immigrate/settlement/education.html

More information on culture shock can be found at: http://edweb.sdsu.edu/people/CGuanipa/cultshok.htm

For information geared to teens on culture shock, go to: http://www.kidshealth.org/teen/your_mind/emotions/culture_shock.html

This site has useful information on cultural differences in the classroom and on the challenges students have adjusting to their new country: http://www.bced.gov.bc.ca/esl/policy/learnclass.htm#adjustment

For links to youth programs and services for immigrants and refugees in Manitoba, go to: http://www.settlemanitoba.ca/tools/youth.php

(Note: CBC does not endorse and is not responsible for the content of external websites)

Self Study: EAL – More Than A Language Program Learning English with CBC Page 13 of 16 Appendix 1: Transcript

May 17, 2008 Speaker Podcast Line Marcy Hi I'm Marcy Markusa and you're listening to Learning English with CBC. To celebrate Asian Heritage month, reporter Chris Read went to Maples Collegiate in Winnipeg where half of the students are Asian and many are new to the province. You’re going to hear Chris tell Margaux Watt, the host of CBC radio’s afternoon program 5 Up to Speed, what he found out about the school’s EAL program. Here’s Chris. Chris The EAL department is a one-stop-shop. They teach basic Canadian history and social studies, they take students on field trips to the library and the Museum and Murray Goldenberg is ah 10 the EAL teacher who runs the program and he says it’s important that the EAL department do more than just provide English lessons. Murray Basically, it’s important because ah language development is only one aspect of becoming a Canadian, becoming a citizen and of 15 adjusting to, to this confusing new world that they’re in. Part of it is ah overcoming culture shock, part of it is just ah learning to accept that ah people here are not like the people where you come from. Maybe sometimes the parents have a more tough time accepting that than the students because students are generally pretty 20 flexible. Ah so this is all the kind of thing that we have to do and if we do our job properly, there’s going to be some positive feedback in terms of the language learning too, in terms of the adjustment to living and and working in Canada. So, they go together.

Self Study: EAL – More Than A Language Program Learning English with CBC Page 14 of 16 Chris And so the EAL program ah you know might also help you figure 25 out which bus route to take or even help your parents find jobs and ah the EAL staff often find themselves giving emotional support too, it can be ah you know kind of overwhelming to move to a new country. Margaux Definitely. So ah in the in the clip one of the things you talked 30 about is how ah people from different cultures have different ideas about what is appropriate behaviour, you alluded to that, so how does the eel department, ELA department, it’s not the eel department is it? Chris No, I keep wanting to say that too. 35 Margaux How does the EAL department cope with these types of issues? Chris Well here’s ah Murray Goldenberg again with a more ah specific example. Murray I’ve had ah Chinese students, boys who expected their sisters to carry their books to class for them. And we have to explain to them 40 that no, that’s not acceptable in Canada. So we we have to be culturally sensitive but we also have to show them when their behaviour is not appropriate.

Self Study: EAL – More Than A Language Program Learning English with CBC Page 15 of 16 Appendix 2: Answers to Worksheets

Which predictions are true?

Once you listen to the podcast, you will find that the following statements are true.

Statement T or F 1. Most newcomer students at Maples Collegiate will be in an EAL T program or class. 2. Learning a new language is only one of many challenges T newcomer students face. 3. It can be a shock to find out just how different people are from T one culture to another. 4. Most cultures have similar views on what is appropriate F behaviour for students. 5. Parents usually adjust more quickly than their children to a new F culture. 6. Maples Collegiate holds an Asian Heritage celebration. T

Acronyms

1. WCB 2. UV, SPF 3. CD 4. WHMIS 5. CPP, EI 6. PD 7. LC 8. MPI

Self Study: EAL – More Than A Language Program Learning English with CBC Page 16 of 16