Chile Halloween

Boasting high desert at one extreme, and low glaciers at another, this slim country is a natural wonder full of geysers, mountains, beaches and volcanoes. A breathtakingly beautiful country, and a paradise to the adventurer’s adventurer. You could take all of this away, and yet the extraordinary economic growth which the country has experienced during the 21st century would make it a place to catch the TESOL teachers eye. Five percent unemployment combined with outside investment, mainly from the US, make this a dynamic and fascinating place to work. The principal language is Spanish, though there are several native idioms in use. The country is eighty-seven percent Roman Catholic, ten-percent Protestant, with one-percent Jewish. The population is sixteen millions, and with a landmass...  [Read more]

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John B. Watson was among the first to describe the process of classical behaviorism. His now controversial experiment conducted with R. Raynor and child subject ‘Little Albert’ showed that the child could be conditioned to exhibit a previously non-existent phobia after being “conditioned” through negative stimulus.  [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]

Gesell’s theory may be summarized as follows: Each individual child goes through a set series of maturational developments. There is no set time to pass through each stage. The maturation cycles involve internal and external factors. The intrinsic factors may include things like the individuals’ physical growth and personality. Extrinsic factors may include things like the individuals’ physical environment and parenting.  [Read more]

Creating Materials In my experience of teaching English, I think the most fun I and my students had was with created materials, or realia, used in conjunction with the planned lessons in the text. As a photographer, I had a number of images that could be printed out and used in games, for vocabulary lessons and also as a basis for dialogues created by the students themselves. An article about realia by Stefan Chiarantano (2005) describes using plastic fruit, toy animals, Christmas cards, maps and other items to introduce new vocabulary to his young students. Cultural items, such as the Christmas cards, can also be used to teach students about customs in other nations. They are often very curious about other customs and their very curiosity will improve their attention spans and help them...  [Read more]

The International Dyslexia Association (IDA) and the National Institute of Child Health and Human Development (NICHD) publish the following definition: Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge (2002).  [Read more]

Children's Books in the English Classroom What native speaker didn’t have the chance to learn to read with bright colorful pictures and fonts larger than your chubby fingers? You felt like the smartest child in the world when you finished that big 50-page book. You were a super sleuth detective because if you didn’t know what a word meant you could figure it out through the illustrations. You were the fastest reader in the world because you turned the pages so quickly you didn’t even notice there wasn’t that much written on each page. I think our English students should also have this great opportunity to have the same self-esteem building experience. Children’s literature is great pedagogically because it uses a vocabulary appropriate for beginning English learners. Sentence...  [Read more]

In relation to teaching the English language, the term native English speaker is normally used to refer to someone whose first language is English, i.e., they have used English as their main form of communication since birth. In this context, ‘first language’, ‘mother tongue’ and ‘native language’ are terms that can be used to mean the same thing so they are often used interchangeably. If a person grows up in an environment where both parents speak different languages it is possible for them to have two ‘mother tongues’. Generally, a child will pick up a considerable amount of their first language knowledge before they begin any formal schooling. In contrast, the acquisition of a second language usually requires the aid of some kind of language instruction.  [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]

  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]

Should Students Be Allowed to Use Their Native Language in the Classroom When I first began teaching lessons during the TESOL Course I found myself almost automatically saying to the students, “English please,” after all it is an English class. However, I began to question myself about whether or not this was “correct” practice or if the students should in fact use their native language to assist them in the learning process. After doing some research I found the TESOL Law Code of Ethics. The Law of Ethics provided many vague and open-ended ideas. It suggested things along the lines of, “The foreign language teacher shall direct her whole professional effort to assist the students to develop his/her second language speaking ability.” It also mentions that TESOL teachers are to...  [Read more]

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  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]

  Hong Kong is a city bursting with life and energy. From the hustle and bustle of the backstreet restaurants to the wheeling and dealing in the soaring skyscrapers, Hong Kong is an eclectic blend of East and West, old and new. Our TESOL course in Hong Kong will give you the chance to experience all this wonderful city has to offer. Hong Kong’s population is predominantly of Chinese descent and Cantonese is widely spoken throughout the city. As you would expect in a city that has long been at the forefront of global financial business, the locals are sophisticated and well educated. English teachers in Hong Kong are held in high regard and the ability to speak English is highly valued by the local population. As such, English teachers can earn a higher salary in Hong Kong than in...  [Read more]