PART 1: from the early 90’s to the early 2010’s What you are about to read is by no means to be regarded as an accurate description of ELT practices in Brazil throughout the last 3 decades. Rather, what I attempt to describe below is simply my very own perception of how ELT has throughout the all these years positively added on, rethought, deconstructed and reconstructed itself to stay in tune with global changes and, more importantly, with the local societal changes that more than ever have been the...

This is the 3rd and final part of my two previous posts entitled "Close Encounters of the Third Kind". In a nutshell, while Part I describes how I managed to establish and sustain rapport with a group of teenagers - whom I hadn't taught for years on end - Part II is an account of how insightful a somewhat complicated situation turned out in the end. If you haven't read my previous posts (there's really no need for it, if you're pressed for time), here are some important details...

Below is a follow-up to one my post entitled Close Encounters of the Third Kind - Part I",  which went online precisely on March 3, 2016. In it, I attempted to describe how terrified I was by the prospect of having to teach a group of kids exiting childhood and stepping into the much dreaded adolescence, at least in the eyes of a large number of teachers, parents, coordinators and educators of all sorts who are somewhat in charge of not letting things get out of hand. The account I am...

          Or "When Pre-Teens First Meet the Dreaded Older Male Teacher" Based on a true story. When I thought about writing this post, thinking back to the time when I first started teaching was unavoidable. I was quite young, in my early 20's, when I was asked to teach some groups of children whose ages ranged from 8 to 12 years old. What an experience that was! I had enough energy to keep up with their franctic pace and made sure my lessons were filled with a...

It is over four months today since I last posted an article on the blog. 2015 was not particularly what I'd call a smooth year due to a lot of reasons; however, since it is important to focus on the gains rather than the losses, despite the bumps along last year's path, it's time to roll up our sleeves again and get ready for a new year! I'm still enjoying some much deserved vacation, but reflecting on our beliefs and practices is (or at least should be) a non-stop force, that...

Today's post is about giving negative feedback during pre-service teacher training courses for novice teachers. I am quite sure that a very large number of this blog’s writers – if not all of us – have, at one point or another, been involved with the difficult and highly demanding job of training teachers. Not only because of the broad knowledge of methodologies and teaching techniques the work of a teacher trainer involves, but also, and perhaps equally (and at times more importantly), the extraordinary ability to reassure trainee...

By no means is this post intended to teach techniques or activities to teachers working with older students on a one-on-one basis. As suggested in the title, I have written this article with the sole purpose of sharing some insights and reflections I have gathered from over eight years' experience teaching this target group of students. For reasons of brevity, I will not compare the well-known differences across the teaching of the language to children, adolescents, younger adults and older ones. Rather, I will limit myself to making...

If, like me, you have been in the field of TEFL for what I choose to call a substantial amount of time, you have probably (over)heard teachers, or even work colleagues say, "I've participated in so many seminars and conferences that I really don't see the point of keeping attending them anymore. I've seen it all...

Modeling language is, among a number of other teaching techniques, one of the first things the novice teacher needs to put a lot of effort and energy into in order to have a hand on, to say the least. In most pre-service teacher training courses I have taught several times at different institutions along many years, I have often been able to spot some aspects of the teaching of pronunciation that are frequently underplayed by teachers and need to be addressed, even with more experienced teachers and those...

Although attempts to define ‘fluency’ and ‘accuracy’ when speaking a foreign language abound in the specialized literature, there still does not seem to exist a consensus regarding a single, ultimate definition of either one of the terms. One of the reasons which could partly explain the lack of common ground among authors is the very subjective nature of the two words in the context of learning/mastering a foreign language. Any given language is a complex structural system whose components include, but are not limited to, rules, vocabulary and pronunciation....