Mai Learning

C. Rogers was developing ideas continuing on from the likes of Dewey and Montessori. The main theme is that of self directed learning. There were a number of important elements to Rogers’s experiential learning model. These can be summarized as: The learner decides they want to learn something (self directed) which gives them a sense of ownership in the learning process (personal). The learning is significant in that it changes behavior and this is recognized (evaluated) by the learner. Finally the whole learning experience creates ‘meaning’ to the learner.  [Read more]

  Also in the 1970s la señal came up with a new methodology called "Suggestopedia". As psychological theory was developing, one of the ideas that came up was something called ?the effective filter?. Basically, the effective filter is a barrier to learning. It's the reasons why we inhibit our learning of a particular language. There are two main elements to the effective filter, two sets of factors, if you like, those are known as internal and external factors. The external factors to learning, the reasons why we have barriers to learning, may be just simple things such as external noise. So, people talking to us while we're trying to learn and so on and so forth. Perhaps more important are these internal factors and the internal factors one of the main things here is our previous...  [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]

Learning modes: Young learners vs. adults he role of a teacher is a vast and varied one and there is a considerable amount of factors that will affect this role. One of the main factors that really effects how and what we decide to teach is the age of the students. For instance you could not walk into a classroom full of eight year old primary school children with the same lesson plan designed for teaching a group of 3rd year degree students. Other then the differences that would occur in academic ability, between these two groups, people of different ages have very different needs, competences and cognitive skills. For example, it is through play that much of children's early learning is achieved. (1) ‘The physical, socio-emotional and intellectual development of children is dependent...  [Read more]

New Technology in the Classroom Just 20 years ago, cell phones, internet, laptops and digital cameras, to list a few, were restricted to scientists and the science fiction world. Today, these technologies have gained public acceptance and it is almost impossible to imagine our lives without them! It is clear that, in today’s Digital Era, students must learn how to use technology to live, learn and work successfully. As teachers, we hear the call to provide our students with the skills and access to technology they require as citizens of the information and communication age we live in. As a consequence, we have ended up adding one more duty to our list: “The development and use of new educational technologies in our classrooms.” We are constantly exploring ways of incorporating...  [Read more]

  Our next particular methodology is accredited to James Asher around 1965 and is called total physical response. Asher looked at the way in which we learn our native language and he saw that most children, before they even went to school, have picked up a very large percentage of both the grammar and the vocabulary that they would use in their native language before any type of formal schooling. So Asher started to have a look at ideas of how to use the whole of our brain in language learning in the way that we do when we're very young. It's accepted that within our brain there are two hemispheres, one is the left hemisphere the other is the right hemisphere, and one of the functions of the left hemisphere is language learning. One of the major functions of the right hemisphere is...  [Read more]

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  When choosing a TEFL certification course one of the first decisions you need to make is whether to complete it online as a distance learning course or in-class by attending a training center. Both have their pros and cons so it is down to the individual to decide which best suits their own personal situation. So what are the main differences to consider between an online TEFL course and an in-class TEFL course? Probably the most significant difference is the inclusion of Observed Teaching Practice (OTP) in classroom based courses. Throughout the four-week course you will spend many hours practicing your teaching skills in a real classroom with genuine English language learners. These practice lessons are observed by an experienced course trainer who will provide instant...  [Read more]

The theory suggested that most learning occurs as a result of imitation. The theory comprised four main elements:. attention, retention, reproduction and motivation. Through observation and imitation of role models we learn how to behave. The main criticism of this theory is that it ignores any genetic traits.  [Read more]

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  There are certain words that need backshifting when using reported speech. In this video we look at backshifting places in reported speech. This video is specifically aimed at teaching reported speech in an ESL setting. 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. this unit was focused on the many rules of the English langue and how and when to properly use them in the construction of sentence writing. There are many rules in the English language, this...  [Read more]

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A test designed to indicate a teaching need. In an EFL setting this may be a general test to diagnose a lack of ability in one of the four main skills, i.e. reading, writing, speaking and listening. Alternatively, it could be targeted to an area of language learning, such as grammar.  [Read more]

  http://www.teflcourse.net This video from one of ITTT's teach English as a foreign language courses covers three teaching ideas for the future perfect tense. The future perfect is used to talk about things that will have been completed by a certain date in the future. The first idea involves asking students the following question "What will you have done by ...?" with an appropriate time in the future. For example: "What will you have done by the time you are 25?" "I will have become an English teacher". The second idea involves giving students monthly calendars to complete and asking them to say what they will have done by the end of the month. The last idea involves asking questions about a famous person and what they will have achieved in the future. "How many awards...  [Read more]

It could be argued that every class is mixed ability in some sense. For EFL teaching the general situation is that learners are placed into levels, having completed a standard level test before they start learning. It is possible that you will have to teach real mixed ability classes, for example where a group of workers from a particular company department all come at the one time of day for their lessons. The main approach to teaching such classes is to use differentiated activities.  [Read more]

  http://www.teflonline.net The teaching idea covered here is one that would be particularly appropriate for more advanced English language learners, those who can use different tenses accurately. The activity is a board game that focuses on comparing and contrasting the tenses, focusing on the Present Perfect and the Present Perfect Continuous. Each student takes a turn at rolling the dice and moving around the board. For example a student could land on a square that says "Something you have been learning for a long time." An appropriate answer for the student could be "I have been learning English for a long time." The next student takes a turn and could land on a square that says "A beautiful place you have visited." This time the student could use the Present Perfect rather...  [Read more]

One of the five hypotheses of Krashen’s SLA theory. In the input hypothesis Krashen makes the distinction between acquisition and learning. The input hypothesis relates to the acquisition of language only. The main feature is the nature of the input, which Krashen stated should be just above their current level of knowledge. Taking their current level as ‘i’ then comprehensible input will be at the level ‘i + 1’.  [Read more]

  The final stage of the lesson will be the activate and the activate phase is going to form the main speaking activity within the lesson. So, it's very very important that here, we do a good demonstration of what it is that we're expecting them to do, that we elicit the type of target language we're expecting them to produce from the activity. So, one way we could go around it is to, firstly, form pairs. Each pair is going to be given a card and onto that card they're going to write the country and a month. What the teacher can then do, just to add a little bit of spice to it, is to collect all of the cards and shuffle them around and then redistribute them to the pairs so that they get a card that doesn't have their country or their month on it. What they're then going to do is...  [Read more]

  http://www.tesolcourse.com ITTT's combined TEFL/TESOL course offers trainees the main benefits of both our 120 hour online course and the in-class course. The online component covers the grammar as well as the principals, theories and methodologies of teaching English. Once the online component is completed you can then gain actual classroom experience by attending one of our training centers for seven to ten days. Here you will have the opportunity to teach local students in a supervised environment. All teaching practice sessions are observed by qualified trainers. To learn more about our TEFL/TESOL combined courses follow the link above. Are you ready to live and teach abroad? Click here and get started today: https://www.teflcourse.net/?cu=YTDESCRIPTION Below you can read...  [Read more]