The Lucky Mushroom ABC Approach to learning English as a Second Language

The world at your fingertips with just 26 letters

Lucky (our language learning tool) is a puppet that knows that it is a puppet. Lucky has selective mutism and can only communicate with children and artists. Lucky has been traumatized by the way "grownups" have twisted the English language to fit into their own agendas. For example, red and blue are not colors of the spectrum; they are political ideologies. That can be traumatizing for a puppet.

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Overview

Information on this page is provided by the innovator and has not been evaluated by HundrED.

Web presence

2022

Established

-

Children

2

Countries

Target group

Other

Updated

October 2024

I would like to see educators creatively engage children. I would like to see non-native-speaking children speaking with the confidence of a Lucky Mushroom; they are not intimidated by what they don't grasp immediately. I would like to see them challenge native speakers to work on their own skills of articulation speaking unpoliticized English.

About the innovation

Why did you create this innovation?

I believe in sound structure especially when it comes to language learning. However, I don't believe that teaching students that are being forced (for lack of a better term) to learn English should be grammar based. I met a lot of children that could knew in theory what the past participle was but could not tell you what their favorite color was or if they liked soccer or hide and seek.

What does your innovation look like in practice?

The first step is to establish what we term a "transitional space" based on the teachings of Donald Winnicott 1896-1971 (pediatrician and psychoanalyst). The teacher introduces him/herself to the group. Before the initial meeting the kids are informed that Lucky is coming for a visit. The kids inevitably google Lucky or go straight to the YouTube channel and check out the videos for themselves.

The teacher/trainer asks the kids if they would like to meet Lucky then proceeds to pull Lucky out of a bag or box. The children always laugh at first but I have never interacted with a a group of children that did not eventually warm up to and want to engage in a conversation/ play with Lucky. For groups that are familiar with Lucky I am often asked right away. "Where is Lucky?!" They usually come with a bunch of questions that they would like to ask. The questions range from Lucky's favorites to English vocabulary.

How has it been spreading?

I have made Lucky the Ambassador of "Hashemo's Haus" an nonprofit that I called into life to make sure that kids have access to quality English as a Second language material regardless of their social/ economic standing.
Lucky has been speaking primarily to artists from the reggae scene and posting videos on social media.

I am a rapper by trade. I am untarnished by any scandal as I have always stressed the importance of lyrics and how the affect they have on the young. My first song was released in 1989. It was about how crack cocaine was negatively impacting the young and how it should not be equated to Hip Hop Music. The song was on the Real Milli Vanilli album but unfortunately it was not released in the USA.

If I want to try it, what should I do?

The first thing you should do is watch some videos on the YouTube channel. Once are familiar with Lucky. Tell your learners that there is a puppet that teaches English. Challenge them to listen to any of the ABC rap songs and see how many new things they catch about English by listening. I have developed a training program for teachers on how to use Lucky in the class; sign up.

Media

Lucky Explains "The Emancipation of The ABCs" (The First 13)

Meet W! The only letter of the alphabet that has three syllables. Upside down it looks like M so it claims to be the inventor of Music. W says that you need five words to even come close to understanding its wisdom (w-word). Those five words are: WHO, WHAT, WHEN, WHERE, and WHY just like in the W song.

Implementation steps

Check! The ABCs

Ask the children if they are familiar with the English alphabet. Ask them to demonstrate. They usually respond by singing the alphabet song

Introduce Lucky

If the children haven't already met Lucky, introduce him. This can also be done via video. Get the children to recite the ABCs for Lucky and spell their names to Lucky. The learners also talk about their favorites and anything that the would like to in English.

Lucky/ Teacher Explains the emancipation

This activity varies according to age! Letter A no longer wishes to be a part of the ABCs. It feels as if the song is just a singular sound and does not stress the significance of A. A is the most aesthetic,and awesome letter as ALL important concepts and words begin with the letter A. Letter B agrees. However, letter B believes that ALL important concepts and words start with the letter B. This goes on to letter M. The first 13!

Full on conversation

Since all restrictions have been removed a full on conversation is happening at this stage. The kids introduce all kinds of words and concepts that they can think of that start with any letter of the alphabet. It usually starts with animals but often changes to places and foreign words. A becomes yellow, for Spanish kids and Love for Italian kids, Egypt for German kids etc....

Knowing what time it is.

After it has been established that children can articulate their favorites in English ask them about a day in their lives. Don't restrict them, just listen. If they have demonstrated an understanding of the simple present. Join in the conversation and gently shift to the last time they had their favorite food. Begin to experiment with tenses (present and past) but let the children dictate the pace and don't rush. Knowing what time it is comes through listening.