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Consider the case of the "LinkedInfluencer." In early 2024, a mid-level marketing manager posted a heartfelt thread about workplace burnout. It went viral—but not in the way she hoped. Recruiters saw vulnerability as liability. A competitor reposted it with a mocking caption. Within 72 hours, a post intended to humanize her became the garnish that spoiled the entire dish. Conversely, a software engineer who posted a silly, low-effort video of debugging code with a cat filter saw that same video watched by a CTO at a FAANG company. The difference? The second creator understood ciboulette economics : high flavor, low volume, perfect placement. Maintaining a rigorous schedule and a recognizable aesthetic
In the ecosystem of couple creators, the second partner (Domi, in this case) plays a crucial, yet often under-analyzed, role. In the "Ciboulette and Domi" dynamic, Domi serves as the catalyst for the narrative. A solo creator must rely on toys or implied scenarios, but a partner allows for interaction, reaction, and chemistry.
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Yes, exactly. Using listening activities to test learners is unfortunately the go-to method, and we really must change that.
I recently gave a workshop at the LEND Summer school in Salerno on listening, and my first question for the highly proficient and experienced teachers participating was "When was the last time you had a proper in-depth discussion about the issues involved with L2 listening?". The most common answer was "Never". It's no wonder we teachers get listening activities so wrong...
I really appreciate your thoughtful posts here online about teaching. However, in this case, I feel that you skirted around the most problematic issues involved in listening, such as weak pronunciations and/or English rhythm, the multitude of vowel sounds in English compared to many languages - both of which need to be addressed by working much more on pronunciation before any significant results can be achieved.
When learners do not receive that training, when faced with anything which is just above their threshold, they are left wildly stabbing in the dark, making multiple hypotheses about what they are hearing. After a while they go into cognitive overload and need to bail out, almost as if to save their brains from overheating!
So my take is that we need to give them the tools to get almost immediate feedback on their hypotheses, where they can negotiate meaning just as they would in a normal conversation: "Sorry, what did you say? Was it "sleep" or "slip"?" for example. That is how we can help them learn to listen incredibly quickly.
The tools are there. What is missing is the debate