I am happy to announce there are several programs currently using the IWTLE textbook with beginners. At the end of 2016, various programs and schools in Pennsylvania, Missouri, California, New Jersey and Maryland started using the textbook with beginners and the feedback has been overwhelmingly positive. In an effort to support instructors, I keep an open channel of communication with programs and even provide some sample instructional videos to help in the process of implementing the lessons. There are, of course, people who purchase the textbook through amazon and other sources and they don’t always communicate with me directly, but the streaming of the audio files tells me people in other countries are also using IWTLE. These include Turkey, Saudi Arabia, Sudan, Brazil, the United Kingdom, Sweden, Mexico, Colombia, and several others. For instructors looking for some instructional ideas, or would like to see how I implement aspects of the textbook, I will share some videos of me working with actual students in my class. I will try to produce more videos as time goes on. Please feel free to contact me directly or share your comments. Thank you.
Since the release of the “I Want To Learn English” textbook this past spring, its reception and demand has steadily increased. This past summer more schools, community colleges and learning centers have been piloting and adopting the “Swing Differentiation” model the textbook employs. This, as you can imagine, is welcomed news. With it has also come some new requests. In speaking to ESL coordinators and directors at community colleges, the conversation of a reading and writing strategy for beginner level ESL students has consistently come up. Naturally, I have been asked if this is something I would be working on. Well, as it so happens, I have been working on a reading and writing workbook for beginners.
This workbook complements the IWTLE textbook in that it incorporates the themes from its four units. These include the phonics components of vowels, digraphs, consonant blends, diphthongs and other elements of the textbook. I figure it would be a good idea to look a little closer at the characters, the situations throughout the book, the puns (of course) and explore various cities throughout the United States. I recently mentioned to someone in a meeting about the textbook that it is in the “trial stages.” What this means is I already have lessons, activities and components being tested with students in the fall semester. Once these trials are complete and data supporting its effectiveness is concluded, it will be published.
What makes the coming months even more exciting is there will be additions made online (this website) for students and instructors to interact with that continues the work in the IWTLE textbook. There will also be more assessments available for instructors and more listening activities for students to practice with. And more video lessons will be available for both students learning and instructors to see modeled lessons and to give ideas and strategies to use the components of the textbook in their classrooms. For students, there is a video on short vowels that was recently posted (see You Tube video below). Others will follow, so stay tuned.
Everything teachers need to know about the strategies and application of the lessons in the textbook “I Want To Learn English” for Level 1 Beginners is in the Teacher’s Manual. This manual gives an in depth look into all the nuances of the student textbook, gives suggestions and expanded activities, rationale for lessons, and gives a thorough explanation of every Section and subsection. The manual also includes some additional worksheets and activities which are not in the student textbook, audio scripts, answer keys and illustrations to make the application of IWTLE as user friendly as possible to instructors of English all over the world. Order your copy here.
As in the past, I will be attending the TESOL International Convention. The difference is this year time I will be representing Baltimore City Community College and will also be presenting my findings of using phonics more explicitly with adult learners and how this methodology is prevalent in my own teaching practice. I presented at the Maryland TESOL Conference in 2014 and shared the results of using my phonics based textbook (I Want To Learn English) with colleagues and other professionals. The response was very positive. Now, the book is in the final phases of publication and I will have physical copies of the book to share with professionals from around the world this April. This, as you can imagine, is not only exciting, but a long time coming.
It is fitting since BCCC has been supporting me in the project since day one. I cannot express enough how thankful I am for Doug Weimer and others at BCCC for their continued support of this textbook project. But all that aside, the numbers simply do not lie. This book and the strategies it employs are immensely effective in teaching adults English. Students’ CASAS scores have improved significantly. That was my goal at the onset, my purpose when I set out to write this textbook, and I can honestly say “Mission Accomplished!”
The obvious question I get a lot is, of course, when will the next book in the series be available? I don’t think it will take nearly as long as the first one (which took 5 years to complete), but depending on the financial success of the first book will likely be the greatest determinant of how swift the second will come along. If the book does well in sales, then it will obviously demand and Book 2 be available sooner rather than later.
Now that the “I Want To Learn English” textbook (prototype) is going on its third year in use, the data collected thus far shows this program works for adult English Language Learners at the beginner level. It even proves to be a very useful tool for students at intermediate levels. Now, the textbook is in its final stages before completion. With an eye on publishing the first edition this summer, a Kickstarter campaign is being launched to fund the project. Students and instructors both can make pledges to help make this textbook project a commercial reality, and also be among the very first to receive of the textbook.
Please take moment to look at the Kickstarter page, watch the video promo and make a pledge today. Your time and consideration is greatly appreciated. At the end of the day, this project is all about helping people learn English and building stronger communities. Thank you very much.