Which Are The Most Difficult Languages To Learn

  So now we'll consider the actual classroom arrangements themselves in terms of the physical desk layout. There are possibly three main types of arrangements that are used within classrooms and we're going to indicate the desks here as being boxes and the arrangements of the students within those desks will be blue crosses. So here we have the desks ranged in rows and the students sitting within those rows. The second arrangement could be the use of horseshoes or semi circles and finally the use of individual desks. So for each of these arrangements what are the potential advantages and disadvantages of arranging our seating in this way? Let's take the rows first of all. One of the potential advantages is that it does give the teacher the opportunity, if it's arranged correctly,...  [Read more]

  In her ninth video diary instalment, Chantelle discusses unit 9 of her online TEFL course from ITTT. This unit covers lesson planning and the importance of being well prepared for your lessons. The unit discusses whether there is a need to plan lessons, how a lesson plan should be written and what should be included in a lesson plan. It also looks at ways to plan a sequence of lessons and how important it is for teachers to reflect on past lessons to help improve future classes. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly...  [Read more]

  This video covers the difference between 'discreet' and 'discrete'. Their similar spelling and pronunciation makes them a word pair that is often confused. The word 'discreet' describes something that is unnoticeable and/or modest, whereas 'discrete' refers to something that is separate and distinct. Watch the video for detailed examples on the two words. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. In this unit, i was able to learn ,how to teach my...  [Read more]

  For statements in the negative form, what we have to do is add the auxiliary verb 'to do'. For subjects 'I', 'you', 'we' and 'they', we simply leave 'do' as 'do', use the word 'not', and keep the base form of the verb now for the negative statements. However, for 'he', 'she' and 'it', we have to conjugate our auxiliary verb into 'does'. We still use 'not' and we still keep the base form of the verb. The pattern performing questions is very very similar to the pattern performing negative statements. However, what we've done is invert our subject and our auxiliary verb so that the questions read the auxiliary verb first. Of course, again, we use 'do' for 'I', 'you', 'we' and 'they' and use 'does' for 'he', 'she' and 'it'. In both cases, we've left our verb form as the base form of...  [Read more]

Problems for learners in a Country of your choice: Italy In this paper I will address the issues I face as a teacher from the context of living and working in Italy, as well as the common problems my students encounter while learning and speaking English. I also want to draw attention to the input culture and society has on language, and look at how these factors influence dynamics within the classroom. Of course, it is nearly impossible to view ones self outside your own given cultural perspective, so as a result of this I will also be discussing my own assumptions on how I "imagined" people might act, compared to the reality of the situation. Often I neglect to take into account these differences, simply because I was raised in America, where I am used to a different set of cultural...  [Read more]

Learning Difficulties “Makaton is a unique language programme offering a structured multi-modal approach, using signs and symbols, for the teaching of communication, language and literacy skills for people with communication and learning difficulties.” The methodology of TESOL is, I am told, directly transferable to the teaching of any subject or skill. I am going to consider whether this methodology is an efficient and appropriate way to teach Makaton to Down’s people, who have often failed to develop their mother tongue adequately. Adults with Down’s Syndrome often fail to develop language “naturally”. There are many reasons for this. Structurally they may have some hearing loss due to narrow ear canals and they may find the formation of sounds difficult because of their...  [Read more]

  This episode of Chantelle’s TEFL video diary looks unit 12 of her online course. Unit 12 focuses on the two productive skills speaking and writing. The unit looks at the difference between accuracy and fluency and also discusses activities that can be used to encourage speaking and writing in both controlled and more creative situations. The unit discusses issues specific to writing such as handwriting, spelling, punctuation etc. It also looks at how games can be used in the classroom and encourages you to think about how to adapt different games for different language points. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific...  [Read more]

  In this video diary entry, Chantelle discusses unit 4 of her TEFL course. This unit covers the present tenses; present simple, present continuous, present perfect and present perfect continuous. The structures, usages and possible teaching ideas for each tense are outlined in the unit as well as common errors made by learners. The tenses are an aspect of the language that many native speakers of English struggle with as they are not explicitly taught in schools and, as Chantelle mentions, this was one of the more difficult units she has studied so far in the course. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English...  [Read more]

  http://www.teflonline.net Being able to use the correct tense when communicating with others is essential. We often use more than one tense when talking to others so it is important that our students have the confidence to be able to know which tense to use in any given situation. For the teaching idea in this video a card game is used to give students the opportunity to ask questions and give answers using more than one tense, in particular reinforcing the Present Perfect Continuous tense. The activity requires the students to work in pairs, taking it in turns to ask a question and give a correct answer. Each card will have a result and a reason, and one student will be required to form the correct question and the other student the correct answer. ITTT offers a variety of...  [Read more]

The Difference Between Teaching One to One and Groups In the words of one-to-one pioneer, Peter Wilberg, 'One-to-one teaching is different'. http://www.oxfordtefl.com/teacher_development_courses/certificate_one_to_one_teaching.htm(Teaching one to one: Mark Powell, oxford TEFL.) Most TEFL courses and language schools are geared towards teaching students in groups, so many teachers find it difficult to adapt there skills to one to one teaching. Many, perhaps most, of the personal and pedagogical skills we have developed as language teachers relate almost exclusively to working with groups. It has been suggested that most students prefer one to one teaching as opposed to being taught as a group. For teachers it can prove very challenging, as expectations tend to be high from the students...  [Read more]

--- One of the most common challenges faced by TEFL teachers working overseas is navigating cultural differences and language barriers. When teaching in a foreign country, teachers may encounter customs, traditions, and communication styles that are vastly different from their own. This can lead to misunderstandings, misinterpretations, and challenges in building rapport with students and colleagues. Additionally, language barriers can make it difficult to effectively communicate with students, parents, and school administrators, impacting the overall teaching and learning experience. --- Another significant challenge for TEFL teachers working overseas is classroom management and discipline. Different cultures may have varying expectations when it comes to behavior and respect in the...  [Read more]

Bilingual Education versus English Only Models Over the years, many debates have arisen in regards to second language instruction (L2), giving prominence to two main models: English Only versus Bilingual Education. English Only uses solely English as the medium for instruction, whereas Bilingual Education, as its name implies, uses both English and the student’s native language. While there are several aspects to the debate, this paper will briefly cover a certain few: cultural sensitivity, accuracy, and segregation. Proponents of the English Only model claim that the use of a student’s native language creates a “cycle of native language dependency,” meaning that the student, to some extent, gets “tethered” to his native tongue. Using solely English in the classroom, advocates...  [Read more]

One of the most common challenges faced by TEFL teachers is classroom management. Teaching English as a Foreign Language often involves working with diverse groups of students who may have varying levels of English proficiency, learning styles, and behaviors. This can make it challenging to create an inclusive and engaging learning environment for all students. TEFL teachers must develop effective classroom management strategies to address discipline issues, keep students motivated, and ensure that learning objectives are being met. Another significant challenge for TEFL teachers is overcoming language barriers. In many cases, students may have limited proficiency in English, which can make it difficult for teachers to effectively communicate lesson content and instructions. TEFL teachers...  [Read more]

  When it comes to manner of articulation, we have six different ways in which our breath is produced in order to make our sounds. We have our plosives, our affricates, fricatives, the nasal sounds, our lateral sound and the approximants. Let's take a look at each individually and see how they differ from one another. First we have our plosive sounds. As the word might indicate we have basically a little explosion of sound with our breath. The plosive sounds are made through a three-step process. First there's a closure somewhere in the vocal tract. Second there's a buildup of air and finally there's a sudden release of that air like a little explosion. If we look at some of the sounds that are made this way we might better understand why they are called plosives. Examples are the...  [Read more]

Teaching EFL in a Kindergarten My experience as a bilingual kindergarten (Spanish/English) teacher has demonstrated the ability children have to learn two languages in an immersion program. Through a well-structured program including reading, journal writing and phonics (Aranjo) my students acquired a broad vocabulary and the ability to communicate with confidence to their peers and adults. The curriculum is presented to kids in a fun exciting way including storytelling, song, chants, games, rhymes, movement, dance, cultural lessons and holiday celebrations (Faust). It is essential to commit to the faithful implementation of the English learning program for the minimal 45 minutes a day to provide the consistency and practice needed for their success. Brain research supports the belief...  [Read more]

Teaching Styles We all learn in different ways, and similarly, as teachers we tend to have different ways of teaching which come more naturally for us. As teachers, we need to be aware of what our particular style is, but we should then try to adapt the way we teach to fit the needs of our students as well. There are many different categorizations of teaching styles, but rather than discuss the ways styles are categorized, I will simply summarize the ones most commonly referred to. Probably the most traditional one is the direct instruction style. Direct instruction is very teacher-centered, and provides for little if any student-teacher interaction or group interaction. The teacher is the focus of attention and provides all the information necessary for the student to excel in...  [Read more]

Learning Teaching Skills Teaching is a challenging job not only because of the bulk of responsibility of training the students to be academically able but also because of the fact that somehow, we are expected to take part in preparing them to be socially and emotionally stable. In class, how can we let the students recognize that it is not just the quantity of instruction that is essential but they, themselves are? What skills should we learn as teachers so that we can meet this challenge that is put onto our hands? The following ideas have been tried, proven, and practical teaching techniques that may answer the above concern. Utilizing the above teaching skills demonstrates the goal of authentic teachers: that they “… teach from the heart not from the book.” (author unknown)...  [Read more]

  Enroll on the TEFL International TEFL course in Argentina and immerse yourself in this vibrant South American culture. Our TEFL courses in Argentina give you the opportunity to learn how to teach English while experiencing the traditions and lifestyle of a remarkably dynamic country, which is one of the most desirable places to live and work in South America. Following the course, many remain here and then go on to teach TEFL in Argentina. Argentina, a large nation that covers most of the lower half of South America, is a country with excitement waiting around every corner. Home of the spicy dance, the tango, some world-class soccer, and a succulent steak, Argentina has something for everyone. When combined with the country’s other outstanding features: the vibrant cities and...  [Read more]

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Teaching one-to-one Teaching English as a foreign language can be done one of two ways: teaching a group of students or by teaching on a one-to-one basis. It’s estimated that up to 40% of TESOL teaching is done one-to-one, however teachers find it increasingly difficult to find relevant material, advice and assistance on the method. Nicola Meldrum argues that teaching one-to-one “unfortunately is not covered much in ELT discussion” and that ‘It is somehow assumed that teaching English as a foreign language means organizing huge groups of students, while the reality is that one to one is a normal and significant part of our teaching lives”. Teachers are in effect left to their own devices; however this doesn’t stop the concept of teaching one-to-one being an effective and...  [Read more]