TOMORROW’S GET-TOGETHER IN ENGLISH ON SKYPE FOR THE EASTERN HALF OF THE PLANET

Dear friend of the Blog,

This is just a little reminder about an informal get-together on Sun 12th over Skype, details anounced on the previous post. This will be in English, little after Sunday dinner.

Look forward to sharing some thoughts with some of you. 

 

 
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A SHORT REMINDER OF THE GET -TOGETHER TODAY IN SPANISH ON SKYPE

Dear friend of the Blog,

This is just a little reminder about an informal get-together today over Skype, details anounced on the previous post. Today this will be in Spanish, just after breakfast of most of you readers, and tomorrow in English, little after Sunday dinner.

Look forward to sharing some thoughts with some of you. ‘Tis an important day ’cause my mother departed yesterday towards the House of the Father. She gave me my life. Now she has found her Life for ever more.

Have an ace of a day!

 

JOIN ME IN A GET-TOGETHER THIS WEEKEND OVER SKYPE – SÁBADO EN ESPAÑOL AND SUN IN ENGLISH

My dear friend, 

why not join me in an informal Get-together on Skype for about 30 to 40 minutes this Saturday 11/JAN in Spanish at 4 PM (GMT+1 – Madrid Time/ 10 AM NYT – New York Time) and Sunday 12/JAN in English at 10 AM (GMT+1 – Madrid Time/ 01 PM MSK – Moscow Standard Time) ?

You may as well send me an email to jordipicazosalomo@gmail.com and book (optional – Skype takes only 6/7 people in optimum conditions) to join me for a Get-together. Minimum level required B1 European Framework for Languages or Intermediate Level. 

 You just go and appear on Skype and contact me at “jordi.picazo“. We can create an informal group to share ideas and experiences.

 This is the best way to learn a language: speak it. Once you have studied it, it is time to just speak it and give it a boost.

 I’d love to get to know some of you that read the Blog from all over the world, regardless of whether your native language is the target language in the get-together or you want to practice it. We may as well start talking about the posts you most liked in here.

 

Deal? Go for it. I’ll be here waiting for you to join.

 Greetings from the Cyberspace.

 Jordi

 

INDIA – Those who speak English fluently earn up to 34% more than others

Those who speak English fluently earn up to 34% more than others

According to the report, only 20% of Indian population can speak in English, and only 4% would be considered fluent, in the language.
NEW DELHI: Those who speak English fluently earn up to 34% more than those who don’t speak the language, a recent report has found, confirming the link between an education in English and the scope of employment opportunities

But given the constraints of cost and access, the number of those studying in English medium is yet to pick up. Less than 25% of students of higher education are studying in English medium in the north central region of India, including Bihar and UP, compared to around 75% in south India.

Higher education in Indian languages costs between Rs 1,200 and Rs 3, 000 a year, while English medium costs 6-8 times more, between Rs 8,000 and 15,000 a year. But the investment is seen as worthwhile since education in English is likely to to yield higher wages, says the report authored by Dr Abusaleh Shariff of the Centre for Research and Debates in Development Policy, New Delhi and Amit Sharma, research analyst with the National Council for Applied Economic Research.

“Men who speak English fluently earn wages about 34% higher and men who speak a little English earn wages about 13% higher than those who don’t speak any English,” the report said.

According to the report, only 20% of the Indian population can speak in English, and only 4% would be considered fluent. Where one lives is a key determinant in accessing English medium education, it found.

Politicians who don’t like English are captains of a sinking ship. Higher education in English helps us get better integrated into the globalized organized sector and labour market. Those without access to higher education in English are being left out,” Dr Shariff told TOI.

Japan should take English lessons from Philippines

BY AMY CHAVEZ

The Japan Times Community

I’ve just come back from a two-week trip to the Philippines, where English is an official language along with the local Filipino language.

English was brought to the Philippines during the 1896-1946 American occupation and it still enjoys official status. This does not mean that everyone understands or speaks English, but it does mean that exposure to the language is so widespread that those who do speak it can communicate quite fluently. I was also impressed that people who had never stepped outside the Philippines were nevertheless fluent in English.

How can a nation acquire a second language so proficiently despite some claims that as many as 27.8 percent of Filipino school-age children either don’t attend, or never finish, elementary school?

It’s all in the approach to learning English. The Philippines not only teaches English in its schools but also provides its population with another tool crucial to language acquisition: exposure.

In all parts of the country, English signs abound, and they are not there for foreign tourists. “Don’t block the driveway,” say signs on the roads in Cebu. “House for sale,” informs a signboard in front of a dwelling in the countryside. Company logos, road signs and advertisements are in English. (Think about it: Are any of those things taught in a regular textbook-based English-language class?) As a result, most Filipinos learn English both inside and outside the classroom. It is not just about teaching English in schools but learning it through life experience too.

When I stepped into a taxi in Manila, the driver was listening to a radio program that featured two pundits discussing a recent bus accident in both official languages. The discussion took place in Filipino, with the commentator repeating the arguments and conclusions in English. This not only encourages English acquisition; it also allows people like me, an English-only speaker, to understand the conversations and issues in the program. While the bus accident may have been newsworthy enough to make it into the mainstream English news, I never could have hoped to hear such in-depth analysis of the event from a local point of view in the way this radio program allowed me to.

I should mention that the commentator used natural English, not the slow, instructional English you often hear in Japan that is used specifically for teaching. Rather than being an English language-learning radio program, this was regular radio reporting in the Philippines.

The country also presents national and world news in English on TV. These are not translations of Filipino-language news but news reported in English by Filipino anchors. In Japan, if you don’t speak or read Japanese, you must rely on slow, painful interpretation into often-unnatural English provided by Japan’s select TV news stations. This means that the news media themselves decide what Japanese news should be available in the English language.

If the government hopes to meet its goal of attracting 300,000 international students to Japanese universities by 2020, it should consider how the Philippines has significantly increased its foreign student enrollment: Top universities in the country teach all their classes in English. As a result, the Philippines is attracting foreign students from Iran, Libya, Brazil, Russia, China and yes, even Japan, to earn graduate and postgraduate degrees.

The Philippines offers one more alternative for people who would normally look at much more expensive schools in the United States, Britain and Australia. For Japan, teaching university classes in English would surely help attract more foreign students, as well as potentially position more Japanese universities in the world’s top 100.

It is hard to overemphasize the role of exposure in learning a second language. Not only does it allow people to experience the language firsthand in real situations, but exposure provides reinforcement — something Japanese students rarely, if ever, get outside the classroom.

Perhaps this is why Japanese students often major in English at university — as if English were a career — rather than choosing a profession such as teaching, engineering or medicine, where a knowledge of English would enhance their qualifications. As long as English is treated as a subject rather than a method of communication, students will get little exposure outside the classroom.

Some Japanese companies realize the importance of English for communication. The Renault-Nissan alliance implemented an English-only policy for its global communications more than 10 years ago, while other Japanese firms have done so more recently: Rakuten (2010), Fast Retailing (2012), Bridgestone (2013) and, in November, Honda, have all designated English as their global working language; Honda expects its employees to learn English if they don’t already speak it, or to use an interpreter.

It takes a certain amount of determination to learn a second language, and this is what the Japanese government lacks. Adding more English classes earlier in elementary school and having some lessons taught in the target language are all improvements, but the real problem is that Japan doesn’t treat English as a means of communication, nor as a vital way to make Japan globally competitive. Japan should consider not just better ways to teach English but better ways to learn it.

English is an official language in 60 countries. While making it an official language in Japan might be going a bit far, it couldn’t hurt to make English the de facto language of education.

HONG KONG STILL THINKS ENGLISH IS BRITISH OR AMERICAN!!! AND… IS AMERICAN THE BEST OPTION FOR INTERNATIONAL TRADE, OR RATHER, AN INTERNATIONAL ENGLISH IS MORE FIT?

 

Hong Kong’s English language skills branded ‘pathetic’ as Chinese has ‘negative influence’

 

The English-language skills of Hong Kong’s adult population have slumped to the level of South Korea, Indonesia and Japan, according to new rankings of 60 countries and territories.

Despite rising in the global rankings for English proficiency, over the past six years, the city’s actual score has dropped and it now sits fourth in Asia.

Experts put the blame partly on the switch from teaching mainly in English to mainly in Chinese since the handover. They said English skills must be improved if job-seekers were to remain competitive with mainlanders, whose English skills were improving.

Anita Poon Yuk-kang, associate professor in Baptist University’s department of education studies, said mother-tongue teaching had had a “very negative influence” on the efficiency of English learning. She said having two standard written languages – English and Chinese – and three standard spoken languages – Putonghua, Cantonese and English – had further lowered the importance of English.

Business consultant Joseph Luc Ngai said the performance of Hong Kong job applicants was “very pathetic”, with weaknesses in both English and Putonghua.

“Language ability has become a basic requirement [in job seeking],” Ngai, director of McKinsey and Company’s Hong Kong practice, said. “There is no option but to improve Chinese and English at the same time. Too many people are fluent in both.”

The annual rankings cover countries and territories in Europe, Asia, North Africa and Latin America where English is not the native language.While mainland China ranked 34th, just above Thailand, the study by language learning company EF Education First showed its English skills have been improving.

Although Hong Kong ranked 22nd among all countries and territories – three places up from last year – its score, at 53.5, has fallen a full point since the first survey in 2011. South Korea, Indonesia and Japan were ranked, respectively, 24th, 25th and 26th. Malaysia, ranked 11th overall, came first in Asia.

The rankings are based on tests taken last year by 750,000 people aged 18 and over.

The company also analysed the trends of English proficiency in these countries and territories over the past six years, based on test data from almost five million adults. The minimum sample size in each country or territory was 400 and the tests covered English vocabulary, reading, listening and writing.

Poon said that with the influence of mainland tourists and more frequent business exchanges between Hong Kong and the mainland, more parents, job seekers and employees had focused on learning Putonghua.

Ngai said if Hongkongers wanted a language advantage over mainlanders, they needed good English, as their Putonghua would, at best, put them on a par with mainland graduates.

He said many potential employees he interviewed were poor at writing e-mails in English, with many grammatical and spelling errors, while others, although fluent in English, were “very mediocre” in Putonghua.

Smaller European countries proved to be the most proficient in English, occupying the first seven places and led by Sweden. The analysis showed that they believed better English could help them improve their international competitiveness.

France was ranked one lower than mainland China on the list, making it the worst English-learning country in Europe.