25 fev 2015

by | in Language Acquisition

Teaching pronunciation in the English classroom is of great importance – it helps learners communicate better, convey their messages more effectively and sound more natural. Yet, this tends to be a rather marginalized area in EFL classrooms around the globe. Helping learners to sound better, to recognize different accents and varieties of English, and also to read phonemic transcript may contribute to their independence – and it’s perfectly ok to introduce them to the symbols even when they are at early elementary levels. Making the teaching of pronunciation a...

24 jan 2015

by | in Language Acquisition, Speaking and Spoken Language

I’ve just had a week off, so I went off on holidays. After a whole year of teacher, training, writing, talking to students, parents, helping those who needed the extra help or a supporting word (or hug!)… I tried to fool myself, thinking I would be able to completely tune out of work by simply not looking at emails from work. But one doesn’t stop being a teacher just because she is not teaching… It starts out quite subtly, really… a song you hear playing that you immediately identify...

18 jan 2015

by | in Classroom Experiences, Language Acquisition, Lesson Ideas, Reflections about Education, Skills, Teacher Development

  This month's post is about different ways of learning, or learning styles, as some authors put it. It's also about why I believe they exist even when we totally ignore their existence. It is a controversial issue for many teachers, who have mixed feelings about it. Do Learning Styles really exist?  Are they just a myth? Most authors would agree that there is very little evidence of their existence, but when it comes to teaching, authors firmly believe that there's no 'right' or 'wrong' and that there are...

13 jan 2015

by | in Language Acquisition, Reflections about Education

Olá a todos! Depois de uma ausência de alguns meses, estou de volta! Mas minha ausência tem uma boa “desculpa”: em 31 de outubro, Eduardo, meu filhinho, nasceu! Com toda a alegria que trouxe, veio também desorganização e desajustes, até que finalmente conseguíssemos “entendê-lo” e acertar nossas rotinas com as necessidades dele! Coisas de marinheiros de primeira viagem! De qualquer forma, este pequeno intróito serve para anunciar a razão pela qual estou escrevendo este post: estamos criando nosso filho como uma criança bilíngue. Esta, na verdade, foi uma decisão...

23 dez 2014

by | in Classroom Experiences, Language Acquisition

Teaching adult beginner groups can be quite challenging, as most teachers (if not all)  who have such groups know. Each age group we teach has its specific challenges, and in my experience, when it comes to adult beginners the main challenges are time (they usually have little time to dedicate to English studying other than the time they spend in the classroom, since they have many other responsibilities and priorities. Many times they have trouble even coming to classes) and fear. Fear of making mistakes and making a...

18 dez 2014

by | in Classroom Experiences, Language Acquisition, Teacher Development, Vocabulary

                1. Une Tomate Rouge Less than a month ago I decided to take up French and I am already being faced with big challenges: I had assumed that languages close to your own in the language tree should not be too hard to learn, so I picked French since  both languages evolved from spoken Latin. However, less than a month into it and I have already changed my mind completely. Its phonological system is a nightmare; the /s/ at the end of words never made it into the spoken...

12 dez 2014

by | in Language Acquisition

[caption id="attachment_2317" align="aligncenter" width="300"] Order in the classroom by Martin Bowling (CC.BY.20)[/caption] A couple of months ago, I wrote about how there seems to be very little order in how we learn a language.  Just because we 'learn' some aspect of a language one day doesn't mean we will be able to use it the next.  Also, we might use a language quite comfortably one day, only to be completly useless the next time. While this is true for each individual, whether they are learning their first or second language,...

03 dez 2014

by | in Language Acquisition

I asked a student of mine recently whether he still believed in Father Christmas. He looked at me nonplussed before asking me who Father Christmas was. I replied that he was the big, fat man who delivered children presents at Christmas time. “Presents?”, he asked. “Gifts’, I said. To which he smiled and said, “Ah, you mean Santa Clause”. Does it matter? Well, maybe not for this 25 year old adult, who I presume no longer believes in Santa Clause (or Father Christmas), but it might matter to my...

21 nov 2014

by | in Language Acquisition, Teacher Development

It's a given that we live in an era in which students have the chance to be exposed to the target language much more frequently than people from past generations did. Smartphones are, at least in Brazil, becoming an essential item, and there are already people who would rather forget their wallet at home than their mobile. Cable TV has also become much cheaper, and widely-available Internet access allows people to quickly check whatever they want at the touch of a screen - literally. Add to that the...

12 nov 2014

by | in Language Acquisition

[caption id="attachment_2173" align="aligncenter" width="300"] When I grow up, I want to be just like my dad. Pascal - CC-BY-2.0[/caption] It is a source of pride when a child takes after his or her parents.  The little boy who wants to be a teacher like his mother, or the little girl who develops a laugh just like her father. Of course, it can also work the other way as well, so the little boy can also pick up the colourful language of his mother or the girl can learn how to...