Teach English in Baihe Muchang - Aba Zangzu Qiangzu Zizhizhou —

Foreign language experience Speaking a second and third language, I believe gives me the knowledge to choose this topic. Originally learning to speak an Asiatic language had allowed me to think about my native language as the sounds it produces along with intonations and the subtleties within English. That being the Japanese have a syllable based oral and written language with only vowels and the consonant (n) as apart from English where we use consonants to form complex sounds and an alphabet to form accent on the words syllables are only a part as opposed to the bulk. Latin languages also use the same alphabet as English does but has a mostly different accent on the vowels than English does but requires the same kind of attention as performing the Japanese sound to a foreign/ second language learner. In all, this has set the stage for me to see that individual languages are made up of entirely different grammatical order agreements, pronunciations with intonations and from the base, are derived from entirely different stem usages. An example using Japanese is ' ima iku?'. Depending on the intonation of the last word it can be a future plan or a question in the current time. English has similar phrases that function the same way but we tend to not have them like commonplace for them in Japanese. These kinds of language distinguished differences can be quite tedious and also confusing to do in one language but not in another. Considering that receptive skills like reading and writing, are punctual and tend to be extremely grammatically correct, a foreign language learner would have to know how to correctly write the foreign language, and speak it grammatically correct and also know the short-hands for acceptable nativities. Those being acronyms like 'lol' and how we will use them in place of the longer more correct phrases for convenience reasons even when they break our language grammar rules. Using a foreign language from a strictly academic learning method will surely fail to provide all the colloquial and nation oriented differences in English especially. Considering English from an etymological perspective, knowing the origin of words one can induce very quickly that English has borrowed/ implemented many foreign words. Their original meanings oftentimes become convoluted with time or their original meanings are no longer actions or things that we utilize but the words endure through degraded forms. This is also something that I have been challenged with while in the classroom. Teaching the words cow beef and meat. Cow is still an acceptable way to refer to the meat from the animal but we tend to use the French word Beef in its stead. Explaining meat as any protein-based flesh of an animal with specific words like poultry and swine become quite tedious for a foreign/second language learner whose native language only refers to the animal and a general word for meat as opposed to English having so many different ways to identify a thing. This kind of acceptable multiple ways to identify things and objects in English as a foreign language can be quite overwhelming for someone who is beginning to learn or sees themselves as never going to master the entire language. Some could think at this point that they will really never speak English perfectly because of how the language is so complex with its word variety. However, I tend to think knowing that any ones' true feelings are never perfectly expressed through verbal communications, that being that words are tools we use to express our feelings and that idea of being a tool really does not put them in a place where we can fully say they are perfect in their applications. For example, words are the how we express our feelings but the word itself does not hold any more meaning than what is attached to it by common interpretations, so any language word can have similar meanings to others but include or dis-include some feelings or situational usages. (This is present very much in Japanese). Because of these so confusing ideas of language usages and the common English foreign language learners desire to be native from media and entertainment (in my opinion) so many learners lose their confidence to speak well enough to ever pass for a native speaker. This poses so many challenging obstacles in a classroom where learning structure is most usually academically based. This means getting learners to focus on simple structures and repetitions oftentimes causes the learners to lose focus and interests in the process to learn. So I believe being able to read a students' feelings and know where they are with their battle to learn a second from an unnatural setting is a skill set that not every teacher can acquire even with extensive study or learning. There are so many facets of understanding a student's hurdles and drives that uncovering them simply in a classroom would take way to much time thus become none productive. Comparing a classroom setting to learning from a peer setting like as a child in a park, child conflicts or as an adult at work dealing with the unknown pulls out situations that can never be reproduced in a classroom setting. To conclude, being a foreign/second language speaker has allowed me to feel what the learners in front of me can possibly be feeling at any given time. Thus I am very sensitive to where I think they are, where I want them, where they want to be and simply how to get all of these desires and wants to come to be a reality. What this means in relations to this TEFL course, is that using proper ESA approaches that fit the students and the course task is better conducted with an emphasis on all four subjects of learning a language. As well as knowing when to utilize props, supplemental materials to smooth the rough edges of an authentic study book., how to build rapport to buffer the teacher-student relationship, when to allow student errors for the sake of fluency and just to know that we all want to be better someway and letting that simply be a a realistic goal for those that are learning from us/me to be an acceptable outcome of any given lesson.