1. English Needs Assessment

Before you start any course I highly recommend a needs assessment session in the first lesson. Not only will it break the ice and get people talking, it’s also imperative to find out what the students are hoping to achieve from the course. This way, with the information you have collected you can pick out interesting lessons in the books (instead of following it from Chapter 1 all the way through). For example, one group I taught was mostly secretaries and admin staff so they wanted to focus on phone conversation skills and email writing.

Another important thing to ask students is about any specialist vocabulary they need in their day to day work that you can teach them. That means you’ll be able to go back and do research straight away and find out similar terminology that they may need in their sector. This comes hand in hand with researching the company your students are from as well as reading up on their sector and finding specialist terms.

2. Books

If you’re asked to buy or choose books for classes I can recommend the In Company series by Macmillan. I found them really good with the audio CDs and the worksheets at the back of the teacher’s book. These worked well from Pre-Intermediate to Advanced, although if you think that your students will be moving up classes a lot, the topics tend to be the same throughout the books. Another series I have used is Powerbase by Longman – this was good for absolute beginners and elementary groups. I had my own material as well of course to complement the book, and the internet is always full of ideas and activities.

3. Areas to Focus On

One area which I would definitely recommend you focus on is Telephone Talk through role plays. What I found useful were role play cards where, for example, one person is a receptionist and the other wants to speak to someone in the company and leaves a specific message. Put students back to back when doing these exercises. It will force them to listen to each other more carefully as in a phone situation. Role play activities are excellent practice too which will allow them to act out common situations such as meeting someone for the first time, or what to say at a dinner party. Make sure that all these activities are as relevant to their real job as possible.

Another very important topic is Email writing. Give your students the tools and confidence to start and end emails in a professional way. Go over phrases that they will come across and get them to practice writing each other emails that they would need to write in their every day jobs.

It’s always more beneficial to tailor the lessons to students’ specific needs rather than follow a book too closely. I recommend you be open with your class and ask them what they would like to learn and get regular feedback about how they feel they’re progressing. During lessons also keep a note of other areas or terms which may need a bit of work on as they come up. I hope these tips have been of use!

Wireless Intercom Frequencies

In the United States there are several frequency ranges for wireless products for unlicensed consumer use. They are 49MHz, 900MHz, 2.4GHz, 5.8GHz, and Family Radio Service (FRS) band. Most recently the FCC added the Multi-Use Radio (MURS) service. Radio frequencies for devices are similar in Canada, but MURS cannot be used there.

Back when consumer wireless products were first introduced, these wireless products used the 49MHz frequency spectrum. Early cordless telephones used this spectrum and it is still used by cheap baby monitors and other low-end wireless units. It has a short range and is prone to lots of interference. You won’t likely find wireless intercom systems that use this spectrum.

Later, 900 MHz products using analog transmission technology arrived on the market. Neither the 49MHz or these early 900Mhz products have any form of security. Anyone with a device in the same frequency can listen in to conversations. Newer digital spread spectrum 900MHz products divide digital transmission across a range of frequencies so other devices can’t eavesdrop on your conversations. Wireless intercom systems use 900MHz and some communicate up to 1000 feet.

2.4GHz devices were next to market. There are a growing number of cordless telephones and other devices in this range. As far as intercom systems, video intercom systems are the primary users of this range although the only wireless video intercom on the market was recently discontinued. 2.4GHz is also the frequency range used by WiFi wireless data networks (802.11B/G) in homes and businesses so products in this range can interfere with each other. However, the majority of people don’t experience any problems in mixing 2.4GHz systems. If there is a problem with an intercom system, it could be that the WiFi gateway reboots itself when the intercom is used or it could produce a clicking noise on the intercom system.

The setup for the wireless data routers allows you to select the wireless channels the router uses to communicate. If you experience problems you could try changing the channels, but the problem with this is that many 2.4GHz devices use spread spectrum technology that enables them to change their frequency every second or less. They may use the entire 2.4GHz spectrum so changing the frequency may do no good. If a wireless video intercom in this frequency becomes available again and you have a wireless network, make sure you can return the intercom if it doesn’t work for you.

The Family Radio Service (462-467MHz) is in the Ultra High Frequency (UHF) band and is basically an improvement to the old walkie talkies of long ago. These handheld radios are sold everywhere and used heavily so any intercom systems in this range would have to compete with these handheld radios (and anyone can listen in to your conversations). There are no know wireless intercoms systems that use FRS.

Now 5.8GHz products are starting to make their appearance in the cordless phone arena. No compatibility issues exist between 5.8GHz and 2.4GHz devices so no problems should be experienced in mixing them. However, there are currently no known wireless intercom systems in this range.

You’ll also see some intercom systems that claim to be wireless but they really use the power wiring in your home or business to send and receive transmissions from the intercom. To use them, you just plug an AC adapter into the wall. These systems are very prone to humming or buzzing and are not recommended unless you are prepared to live with this possibility. Since house wiring comes in as 240 volts and is split in two phases of 120, you’ll also experience problems with the signal trying to cross the phases. One part of your house or business may work fine, where the other half doesn’t. These intercoms are typically the least expensive intercoms of the bunch.

The business reason for having a security SLA is that it minimizes the risk to the client of incurring liability resulting from a security breach suffered by the outsourcer. For instance, if a publicly traded U.S. client’s financial information is tampered with while in the custody of the outsourcer, and as a result the client publishes an inaccurate financial report, the client could be held accountable by the U.S. federal government for breaching the Sarbanes-Oxley Act. This could result in jail sentences for the client’s CEO and CFO.

Lawyers also want to minimize their clients’ liability with regards to the following:

1. The accuracy of disclosure of financial information, in compliance with legislation such as Sarbanes-Oxley.
2. The privacy and integrity of individuals’ private information, in compliance with privacy protection legislation such as California’s identity theft law, SB 1386, and Canada’s Personal Information Protection and Electronic Documents Act (PIPEDA) .
3. The results of an information security breach that could result in their clients’ incurring costs associated with lost revenues, damage to their reputation, loss of productivity, and of course legal costs.

I have not yet spoken with a law firm that currently includes a security SLA for their clients’ outsourced contracts. Instead, the law firms rely upon written vague assurances and references to security standards, which are provided by outsourcers.

The problem with referring to standards is that they are not related to a law firm’s specific requirements. The bottom line is that the outsourcing clients have placed some control for their security-related liability in the hands of their outsource, while the clients have no means of verification or recourse.

The key elements of an enforceable security SLA are to clearly and simply identify the following:

1. What information is to be protected and from what risks.
2. Components of the outsourcer’s network architecture, which may be associated with risks to the information.
3. How to define non-compliance with the security SLA.
4. Issues beyond the scope of the security SLA.
5. The auditing steps for determining non-compliance.
6. Remedies for dealing with results of non-compliance of an audit.
7. Which party pays for auditing and for resulting remedial costs.

From a business expediency perspective, the security SLA must:

1. not impede the closing of the deal at hand;
2. be written to appeal to both executives who make decisions about risk, and to IT staff who will interpret the technical security and compliance related issues; and
3. provide a process for identifying security vulnerabilities and mitigating them during the entire period of the outsourced contract, without having to specify the vulnerabilities at the time of signing the contract.

Since new security threats are constantly emerging, and since the outsourcer may upgrade its network with new software and hardware, it is simpler to define non-compliance rather than compliance. The auditing process for determining non-compliance should be defined in the security SLA.

Statistics clearly show that criminal activity increases during the holiday season and it is therefore imperative for homeowners to take the right precautions and not let their guard down.

There are several handy tips to bear in mind which can help alleviate the risk to family and property. The first and most important step to take is to ensure that your alarm is in working order. People tend to forget that an alarm system, like a car, has parts that age and wear out and therefore should be serviced at least once a year.

Spectacular thunderstorms during the summer months, can also wreak havoc on alarm systems. As a result of this, clients should regularly check their systems in case of lightning damage. Homeowners who have house insurance should also consider that in the event of a burglary, their insurance company will, in all likelihood, question whether they have properly maintained their alarm.

December is traditionally a busy period for security companies, so homeowners should try and test their alarms at least three weeks before going on holiday. Testing should be done anytime (ideally between 0800 and 2000 hours Mon-Fri) and if a fault is discovered, it can be immediately reported to the security service provider’s technical team.

Additional security tips to follow include:

• Advise your security company if you are going away and ensure that you supply all the necessary information regarding nearby emergency contacts, in case of an emergency

• Inform your neighbours of your holiday plans so that they can keep an eye on your property

• Stop all newspaper deliveries and ask a friend or neighbour to collect your post. A bulging post box is a real giveaway that you are not at home

• If hiring a house sitter, ensure that you teach them how to use your alarm correctly

• Double check that you have locked and secured all windows and doors before leaving home

• Ensure that all your outside locks are a minimum of four lever locks or double cylinder security locks

• Never leave a key in the inside of an outer door which has glass panels or glass near the door lock

• Having security gates fitted on outer doors is a highly effective security measure that gives you an extra line of defence

• Sliding doors can be secured simply by placing a piece of timber cut to size in the sliding rail. Make sure that sliding doors cannot be lifted vertically

• Full fencing and sturdy gates are a good deterrent

• Have good exterior lighting, preferably on a timer

• Do not leave ladders, spades or tools outside, as they can be used to break into your house

• Clear signage indicating that you have security also helps to discourage

Burglars

Another important security tip is to be discreet when preparing to go away. People should where possible pack their cars in their garage. Homeowners should also never leave a message on their answering machine stating that they are out of town.

The festive season should be a time of relaxation and giving but let’s ensure that we are not giving our belongings to criminals on a golden platter.

Interlanguage scholarship seeks to understand learner language on its own terms, as a natural language with its own consistent set of rules. Interlanguage scholars reject, at least for heuristic purposes, the view of learner language as merely an imperfect version of the target language. Interlanguage is perhaps best viewed as an attitude toward language acquisition, and not a distinct discipline. By the same token, interlanguage work is a vibrant microcosm of linguistics. It is possible to apply an interlanguage perspective to learners’ knowledge of L2 sound systems (interlanguage phonology), and language-use norms found among learners (interlanguage pragmatics).

By describing the ways in which learner language conforms to universal linguistic norms, interlanguage research has contributed greatly to our understanding of linguistic universals in SLA. See below, under "linguistic universals".

Developmental patterns

Ellis (1994) distinguished between "order" to refer to the pattern in which different language features are acquired and "sequence" to denote the pattern by which a specific language feature is acquired.

Order of acquisition

Researchers have found a very consistent order in the acquisition of first language structures by children, and this has drawn a great deal of interest from SLA scholars. Considerable effort has been devoted to testing the "identity hypothesis," which asserts that first-language and second-language acquisition conform to the same patterns. This has not been confirmed, probably because second-language learners’ cognitive and affective states are so much more advanced. However, orders of acquisition in SLA do often resemble those found in first language acquisition, and may have common neurological causes.

Most learners begin their acquisition process with a "silent period," in which they speak very little if at all. For some this is a period of language shock, in which the learner actively rejects the incomprehensible input of the new language. However, research has shown that many "silent" learners are engaging in private speech (sometimes called "self-talk"). While appearing silent, they are rehearsing important survival phrases and lexical chunks. These memorized phrases are then employed in the subsequent period of formulaic speech. Whether by choice or compulsion, other learners have no silent period and pass directly to formulaic speech. This speech, in which a handful of routines are used to accomplish basic purposes, often shows few departures from L2 morphosyntax. It eventually gives way to a more experimental phase of acquisition, in which the semantics and grammar of the target language are simplified and the learners begin to construct a true interlanguage.

The nature of the transition between formulaic and simplified speech is disputed. Some, including Krashen, have argued that there is no cognitive relationship between the two, and that the transition is abrupt. Thinkers influenced by recent theories of the lexicon have preferred to view even native speaker speech as heavily formulaic, and interpret the transition as a process of gradually developing a broader repertoire of chunks and a deeper understanding of the rules which govern them. Some studies have supported both views, and it is likely that the relationship depends in great part on the learning styles of individual learners.

A flurry of studies took place in the 1970s, examining whether a consistent order of morpheme acquisition could be shown. Most of these studies did show fairly consistent orders of acquisition for selected morphemes. For example, among learners of English the cluster of features including the suffix "-ing," the plural, and the copula were found to consistently precede others such as the article, auxiliary, and third person singular. However, these studies were widely criticized as not paying sufficient attention to overuse of the features (idiosyncratic uses outside what are obligatory contexts in the L2), and sporadic but inconsistent use of the features. More recent scholarship prefers to view the acquisition of each linguistic feature as a gradual and complex process. For that reason most scholarship since the 1980s has focused on the sequence, rather than the order, of feature acquisition.

Sequence of acquisition

A number of studies have looked into the sequence of acquisition of pronouns by learners of various Indo-European languages. These are reviewed by Ellis (1994), pp. 96-99. They show that learners begin by omitting pronouns or using them indiscriminately: for example, using "I" to refer to all agents. Learners then acquire a single pronoun feature, often person, followed by number and eventually by gender. Little evidence of interference from the learner’s first language has been found; it appears that learners use pronouns based entirely on their inferences about target language structure.

Studies on the acquisition of word order in German have shown that most learners begin with a word order based on their native language. This indicates that certain aspects of interlanguage syntax are influenced by the learners’ first language, although others are not.

Research on the sequence of acquisition of words is exhaustively reviewed by Nation (2001). Kasper and Rose (2002) have thoroughly researched the sequence of acquisition of pragmatic features. In both fields, consistent patterns have emerged and have been the object of considerable theorizing.