"Novices become acquainted with activities not only from their own and others' attempts to define what transpires in an activity, but also from how those participating in the activity respond to them." Elinor Ochs, in "Becoming a Speaker of A Culture." (2002) I have just read Elinor Ochs’ article entitled ‘Becoming a Speaker of a Culture,’ a contribution to the book ‘Language Acquisition and Language Socialization --- Ecological Perspectives,’ edited by Claire Kramsh (Continuum, 2002).  In her chapter, Elinor Ochs offers some very interesting insight into Second Language Acquisition theory. Elinor Ochs is an...

          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...

This week I came across the photo below on different friends’ timelines:   Under the photo you read: ‘The perfect place for a cell phone while classes take place!’ Reactions to the photo varied. Some of these friends thought this was a good idea. Some, on the other hand, criticised it. Two of these comments caught my eye. In one, you read ‘What a sad scene’ and in another, responding to this comment, you had ‘They haven’t understood it yet.’ I was intrigued by the word ‘they’. I believe the person who...

"If you know you are going to fail, then fail gloriously!" Cate Blanchett   1 It was a group of six prospective students from a well-known multinational company in São Paulo. It was back in the day when VCRs were cutting-edge technology, so we had a brand new one at our school. We’d specially bought it to play movies and the videos that accompanied our business English materials. It was a Saturday morning class and I’d arrived one hour early to set up the materials and the VCR, and also to make...

A few days ago, a former classmate of mine sent me the saddest Facebook message, “They are turning off Helimar's life support.” Deep breath. Helimar was our Portuguese teacher. He taught my group at years 3, 5, and 8, if memory serves me right. Somehow he knew how to deal with us at any age, no matter whether we were doing well or struggling, and everybody seemed to love him. My strongest memory of him is a fight for the adoption of a book. I was 8 or 9, and I took...

Those of us who teach adults in groups know all too well anxious adult learners are and how easily they can give up and seek other language learning experiences. When the reasons for giving up are not personal, they are sometimes attributed to the methodology adopted or the heterogeneity of the group. A recent personal experience has gotten me thinking about adults’ anxiety and what motivates them to embark on a learning experience and, most importantly, stick to it. I like working out and going to the gym, and...

I have recently embarked on a little adventure of leaving my language-centre-teaching comfort zone and teaching regular schools in the State Public School System. Little did I know how much ground one still needs to cover when facing such challenge. Especially, when you hear the utterances that give this text its very title. I have been around as an EFL Teacher at Cultura Inglesa SJDR for a while and (over)heard that such public school environment is not the ideal one to develop communicative abilities and the kind. Plus, there...

Todo estudante de língua estrangeira sonha com o tempo em que estará falando “fluentemente” o idioma escolhido. Dentre os principais mitos citados no artigo 7 conceitos de fluência e o que você deveria saber a respeito dela, um dos mais frequentes é o de que ser fluente significa falar sem pausas. E não é pra menos. UM RÁPIDO TESTE Façamos o seguinte teste: se você fosse professor de idiomas e um aluno, ao final de uma aula, lhe perguntasse de repente “professor, o que posso fazer para melhorar a minha fluência...

“In the dyad ‘language and culture,’ language is not a bunch of arbitrary linguistic forms applied to a cultural reality that can be found outside of language, in the real world.” Without language and other symbolic systems, the habits, beliefs, institutions, and monuments that we call culture would be just observable realities, not cultural phenomena. To become culture, they have to have meaning. It’s the meaning that we give to foods, gardens and ways of life that constitute culture.”                  ...