I’m learning (finally!) how to speak Spanish. It is the fastest growing language in the US, so I probably should. I took one class at university, but it wasn’t enough to be conversational, so I’m taking another class now that is much more helpful.

We are given books and tapes to help us learn certain common phrases and words, and then have to incorporate them into conversations with our classmates. It helps me to feel more comfortable using it in the everyday. It’s so specific too; while there are many common phrases in Mexico, they’re not the same ones necessarily used by Spanish speaking people living in America, so they’ve accomodated for that. We’re learning phrases like abogados de inmigracion and patrulla de fronteras. These are things that Spanish speakers in the US talk about often.

I think learning this language will help me find a decent job, because people are always looking for employees who are bilingual. It adds value to your resume. I wouldn’t want to work at border patrol or anything, but maybe at a recruitment agency, or a travel agency. I like dealing directly with people, so I think either of those would be perfect. Obviously I don’t have a lot of experience, but hopefully the Spanish ability will help me get a job.

I hope it won’t take too long until I’m somewhat fluent, or at least able to hold a conversation and understand someone speaking Spanish at a normal speed. I think that’s the hardest part, is understanding the language when it’s being spoken fast.

In our previous mini-article entitled “Second Language Acquisition in Adult Learners” we mentioned that one of the main reasons why adults fail to acquire the language effectively is because they are presented almost exclusively with unnatural samples of language devoid of meaning or communicative goals. They are forced to repeat grammar patters, vocabulary drills and similar kinds of exercises which give them the false belief that they hava a good command of the language. However, when faced with a real situation, most adult learners working like this simply dry up and fail to communicate or_ in the best of cases, they have several problems to both to understand and to get their message across. After all, this is not the way in which first language acquisition takes place. (For more details on this, please read “Acquiring a First Language,” by Julio Foppoli)

For second language acquisition to take place the adult student (and children too!)must be surrounded by meaningful language all the time. Students need contact, interaction, real situations to participate in, to make use of their language and work out how the language is use through a hands on approach, not just reading a grammar book and filling out the gaps. Students interacting actively no only will be engaged but they will also be making LOTS of mistakes! And that is really awesome! After all, language is acquired through a trial and error process. By making mistakes they gradually come to realize how the language works, just as it happens with a child.

Having said this, it is also important to point out that adults are not simply mature children; adults and children do learn differently.

According to recent studies (for more info on this read Dorothy Mackeracher’s Making Sense of Adult Learning), unlike children, adults have extensive pragmatic life experiences that tend to structure and limit new learning. Learning focuses largely on transforming or extending the meanings, values, skills, and strategies acquired in previous experience. They also experience major pressures for change from factors related to social and work roles and expectations, and from personal needs for continuing productivity and self-definition. In addition, adults have the capacity for using generalized, abstract thought and they are likely to express their own needs and describe their own learning processes through verbal activities which allow them to negotiate and collaborate in planning their own learning programs. Adults have an organized and consistent self-concept and self-esteem which allows them to participate as a self separate from other selves and capable of acting independently of others.

A student’s self-esteem is also an important consideration for teachers to keep in mind. There are many things a teacher can do to facilitate the continued development of students’ self-esteem. Among these are offering positive verbal and non-verbal reinforcement EVEN when a student makes mistakes. Unfotunately, this is not always the case since mistakes are penalized in most cases! Imagine the impact of a given student when the only thing a teacher does is to correct him or her every time s/he tries to say something. Teachers should imitate parents while raising a child acquiring a first language. They just correct meaning, not rules or patterns. The latter will eventually fall into place without much effort.

In conclusion, it is obvious that adults and children do NOT have the same cognitive and mental abilities, and that a Second Language program for either group must be radically different so as to contemplate their differences. However, the underlying principle behind every single course either for children or adults is that natural communication is the fuel that keeps the wheels of any language turning. Without it, no matter how much you try, you will remain in the same place, after all, you cannot drive a car without wheels and you cannot learn a language without real communication.

Julio Foppoli is a teacher of English as a Second Language,
teacher of Spanish as a Second Language. He is also the creator and owner of http://www.esaudio.net/Spanish, an online educational website with a technological edge, specialized in the teaching of Spanish as second language via audio-conference to native speakers of English from all over the world.

The website offers free listening comprehension activities with Spanish from all of the Spanish speaking world.

Grammar. The very mention of the word strikes fear into the heart of the staunchest language learner. Many English EFL and ESL teachers also feel the pit of their stomach churn at the thought of preparing and giving a grammar lesson. But what are we to do? If lexis and vocabulary are the building blocks of language, then certainly grammar is the mortar or structure that holds them together. Teaching it and learning it are therefore inescapable. The only thing to do then is to make it as interesting, pleasant or at least as painless as possible. Here are some ideas to help you do just that.

1. Use Grammar Games

Both learners and teachers alike love to use games in the English EFL ESL classroom. So, make extensive use of games to teach and reinforce critical grammar points. What, you say you don’t know any grammar games? Or perhaps you’ll quip that you don’t have a good stock of them so you can’t count on regularly employing them for use in your classes? Au contraire! They abound on English teacher websites, commercial publications and in the minds and hearts of your colleagues worldwide. If you have a good game to share, post it on an ELT forum or TEFL materials / activities website. Create your own based on popular games you’re familiar with. Use pursuit and turn-taking games, card games, board games or TPR-based games to get maximum involvement of your learners. Actually, you should get in there too. Don’t be a lazy butt.

2. Use movie and video clips

“Go ahead, make my day.” Now who was it exactly that first said that? Yes, yes I’m sure you know. Now change it to other verb tenses. Change it to a question. Change it into different question forms. Make it imperative. You get the idea.

“I’ll make him an offer he can’t refuse.” If you don’t know the initial speaker of that line, three slaps with a wet noodle for you. What verb tense is there? Now change it into different forms.

Watch a three to seven minute clip from a movie scene or video. Write down what grammar forms you hear. Then have the class do it. Does everyone agree? No? What are the different forms they come up with? What’s correct? Go back, watch the clip again and check. Do it until you’re satisfied.

3. Use Audio-only Segments

Now it’s getting tougher. Listen to an audio clip. A commercial, story, dialogue or news segment. From where? The radio, cassettes, TV, CDs / DVDs, etc. Note the grammar points used. Can you change any of them? How? Why? What does the change do to the meaning? Does it become formal or informal? Imperative? Humorous? Don’t forget to have the learners practice and deliver these short dialogues aloud. (Everybody wants to be Dirty Harry or the Godfather) My learners like scenes from “Matrix” and “Frantic” with Harrison Ford. James Bond film scenes rate highly with my learners too. The ladies like to be Julia Roberts or Demi Moore from almost any of their flics. Angela Bassett and Sigourney Weaver frequently portray “strong women” with good dialogue strings and soliloquies which give the female learners character choices. It works for me and it definitely works for them.

Try it out for yourself. You’ll see. Just remember to pick an interesting clip that’s not too long. It must have snappy dialogue either between two characters or a quippy comeback on the part of one of them. You could even have the learners suggest some clips, programs and / or scenes to use.

So Bunky, don’t let the term “grammar” strike fear into the hearts of your learners (or you) ever again. Work up some grammar – teaching activities using these techniques and grammar could become your – and their – favorite lesson type. If you have questions, would like additional suggestions or guidance, please feel free to contact me at: lynchlarrym@gmail.com

Prof. Larry M. Lynch is an ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia. He has published more than 350 articles and academic papers and presented at numerous EFL teacher training and TEFL conferences throughout North America, South America and Europe. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

Perhaps you are at career crossroads, and you are looking for a more fulfilling and interesting way to utilize your skills. If you are interested in teaching and traveling to exciting and interesting destinations, then you might want to consider teaching English as a foreign language abroad. English is the most commonly spoken language in the world today, and desire of those in other countries to learn the English language is growing at a steady rate. Therefore, there is a demand for bright and motivated individuals to teach conversational and written English to those abroad, both young and old.

The benefits of teaching English as a foreign language in another country are numerous. Not only are you providing a service to those who desire it, but you will benefit from those you teach as well. In choosing to teach the English language in one of several locales such as Southeast Asia, South America, Western Europe, and the Middle East, you will learn about new cultures and traditions. You will have the opportunity to shatter stereotypes regarding our own American culture. You will have the opportunity to do a large amount of traveling to neighboring nations. You will become self-reliant and self-assured on your journeys, and you will certainly make many new friends.

Teaching English as a foreign language can have many benefits for your career as well. Your exposure to new surroundings and your experience teaching will garner you excellent communication skills. You might find that your prior work experience coupled with your new teaching venture will provide you with a considerable amount of career options when you have completed your teaching duties. You will have opportunities to change your life and career on a global scale.
Because the demand for instructors to teach the English language abroad has increased, so has the demand for more qualified individuals to apply. Language schools are highly discriminating when it comes to hiring new instructors. That is why it is important to get your certification in TEFL/TESOL (Teaching English as a foreign language/Teaching English as a second language) if you intend to apply for a position with a language school. Certification demonstrates to potential employers that you are serious in taking on this challenging new career. Certification can be achieved by taking courses at a number of campuses nationwide, and there are even certification course programs available online. Receiving your certification for teaching English as a foreign language will certainly prepare you to be a more effective and successful teacher by instructing you on how to teach grammar, how to teach vocabulary, how to teach speaking, how to teach writing, how to motivate your students, how to manage a classroom, and how to construct lesson plans. Receiving your certification will also better prepare you for a move abroad, which can be daunting and stressful. Having the peace of mind in knowing that you are fully qualified to perform your new job will help to alleviate some of the stress in throwing yourself into an entirely new country and culture.

Teaching the English language to students in foreign nations can be exciting, fulfilling, and highly enjoyable. It is a mutually beneficial experience for you and your students. Not only are you representing your own country and culture, and imparting your personal knowledge of the English language and your culture onto others, but you are also learning about other individuals and their various experiences and traditions. While broadening your mind and experiencing something totally unique, you are also embarking on an exciting new career, one that has the opportunity to open many new doors for you professionally.

Find the essential information on where and how to learn a new or second language at Teach English Language

John is a director of numerous Internet companies and is a published author. Many articles have been produced on a variety of subjects with excellent content and depth. All his articles may be reproduced provided that an active link is included to www.foreign-languages-school.com

Language Schools

You have decided on teaching abroad so you are off on the job hunt. Aside from the obvious considerations such as what country to work in and what training/qualifications to obtain; there are other things a teachers should consider when looking at potential job offers.

There are many factors a teacher considers which will affect whether they accept a position. The most obvious factor would be the content of the position. What is the school asking of you as a teacher? You must ask yourself if the job is interesting and fits into your career plans as a teacher. The person you will be working for is also an important consideration so you must take the time to talk to them either via email or phone. It would also be beneficial to ask to speak to other teachers from the school to find out their impressions. Knowing what the job is and whom you will be working with are the first step in deciding whether to pursue it further.

Some may say that the most important consideration would be salary and benefits but these should be a secondary consideration to what you want to do and who you will be working with. Regardless of the salary paid, most people will not stay at a position where they feel unsatisfied or have no growth. In addition, the people you work with or for have an enormous impact on your job satisfaction. However, when considering salary and benefits, do not focus as much on the starting salary but rather on the potential for growth and increases. Does the school have growth potential for you as a professional? Do they spell out cost-of-living increases and meritorious raises? Benefits are other areas that can supplement a position where the starting salary is not as good as you would have wished. Get a list of benefits from the company and formulate any questions you may have regarding them so that you can better discuss the position with management and other teachers at the school.

Another factor that may come into play with many teachers when evaluating a position is the resources provided by the school. Teachers spend a large majority of their time preparing for upcoming lessons. This requires readily available resources such as teacher books, computer, printer, internet access, and preferably a reference library. In addition, there should be a work area set aside for teachers to plan and prepare. You should also look at whether the school already has a set curriculum/syllabus and student books because you may be asked to help to create these resources for your school year if they are not provided. I have known many teachers that have felt the need to move on because of the demands of planning for a school year without adequate resources.

Searching for a position is difficult. After spending many hours on a search, making a careful decision regarding a job offer is important. Getting an offer does not necessarily mean you should take the job. Most employers will not expect you to make a decision on the spot. You will probably be given a few days to a week to make up your mind. If they are unable to provide you with the time to make a decision then you should not consider this as a viable position. On the other hand, if you decide to go with a school without finding out the proper information, don’t blame the school when the position turns out not to be what you expected or wanted. Weighing the advantages and disadvantages of the job will help you make a more informed decision, rather than deciding on impulse.

To help you find that perfect (or near perfect) job, you should ask these questions to all prospective employers:

1. What is the salary?
2. How many months is the contract?
3. Do/Can you sponsor me for all paperwork, including teacher’s license, work permit, and visa extension?
4. How soon can you get this paperwork processed?
5. How many hours will I be teaching?
6. What kind of insurance is on offer?
7. When are the starting and ending times for work?
8. About how many events a month are teachers required to attend outside normal working hours (teachers’ meetings, parents’ meetings, school festivals, seminars, etc.)?
9. Does the school have/provide books?
10. Does the school have whiteboards or chalkboards?
11. Does the school provide all teaching materials needed? What are the items provided?
12. Does the school require that I attend/teach a summer camp?
13. Is there a discipline policy? What is it and how is it enforced?
14. What are the details of contract “extras” such as:
• Resigning bonuses
• Biannual or annual plane tickets to visit home
• Housing allowances (if no housing allowance then ask about help finding accommodations along with cost in the school area)
• Internet access both in and outside the school
• Raise schedules

Michael Hines is the founder of http://www.TotalESL.com, a free resource helping the ESL/EFL community in Asia and the Middle East for jobs, resumes, schools, resources, yellow pages, classifieds, information and lessons.

How fast is it possible to learn a foreign language? You see products that claim to teach you to speak in weeks or even days. I am trying to learn Spanish fast, but as with any other language it is a long and tiring process that take months and even years to become proficient. It is possible to learn some Spanish very fast, but you will find that will mostly be swear words and slang terms that wont really get you anywhere when it comes to actual conversation.

Sometimes I have dreams with a few of the Spanish words I know in them but they unfortunately normally revolve around how dumb I am and how I don’t know any other words. Of course some people are able to learn Spanish very fast, or any other language for that matter, simply because they have what is frequently called an “ear or languages”. I wish I was one of those people.

Not matter how well you learn languages I have to say that I agree with the school of though that says the best way is through immersion. Living in a country that speaks the language is by far the best way to truly learn a language. You can also read books, listen to tapes, and use interactive software. Or there is another more novel method I found that involves learning through music. While this sounds interesting and kind of fun I have to say the words used in the lyrics to the Latin songs I have encountered here are not the words I would want to be learning.

To truly learn Spanish fast and well a nice combination of all the above mentioned methods would be nice. To live in the country, listen to tapes and music, read books, use software, and speak nothing but the language would be ideal and probably very successful. Unfortunately no one really has the time this would entail so we must instead settle for a long, drawn out, frustrating process.

Gregory Newell is a web author who’s written about hot to learn to speak Spanish. If you want to learn Spanish fast then you might be interested in reading more.