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TEFL Lingbao

Check out Tesolcourse.com about TEFL Lingbao and apply today to be certified to teach English abroad.

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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:

K.R. - Korea said:
I have been preparing to go to Korea to teach english for quite some time now. The most common question I have heard from people wanting to know about what I will be doing has been, “Do you speak Korean?” When I answer no, the next question is always “How are you going to teach them if you don’t speak their language?” Good question. Having studied a foreign language myself, I know that learning happens most when my own native tongue is not used. That is a good principle, but then what? What does it actually take to teach in someone who may or may not understand a single word you have to say? I think the answer is awareness, preparation, and patience. First, it is essential to be aware of the needs and abilities of all the students in the class. This means assessing each one on a deeper level than knowing that they are in the “Beginner’s” class. The term “beginner” can refer to many types of learners, after all. Beginners can have no english background, prior exposure to english with little retained ability, they can be adults or children, and possibly have no knowledge of the Roman alphabet (ITTT). Activities or tests to assess each student’s reading, writing, speaking, and listening ability will help ensure that the class is as effective as possible for each individual. Secondly, it is important to be prepared. With beginners, normal conversation is often not an option. They simply have not advanced to the level where they are able to communicate freely in english, yet. So filling extra time can be difficult if enough activities are not planned (Jones). The lack of spoken communication also requires the teacher to be prepared to adapt to less typical forms of communication. Visual aids need to be on hand. An organized plan for the board should be prepared ahead of time so that it is neat, containing essential information, visible, and not overwhelming. teachers need to think through how they would mime or physically demonstrate ideas they would normally communicate verbally. The third ingredient in successfully teaching beginning english students is to be patient. Teaching and speaking more slowly will help with comprehension, but can be uncomfortable or frustrating for a teacher (Dicello). Repetition drills can cement sounds, vocabulary, and structures, but take time. Encouragement and affirmation for “small” successes go a long way to building confidence in students allowing them to make greater strides in the long run. Creating activities to get students involved may seem to detract from testing skills, but if teachers devote time to engaging activities specific to the interests of the students, the students will respond with more interest and investment in learning. I have yet to stand in a classroom in front of students who do not speak my language (nor I theirs) and attempt to help them learn something new. However, I do have more of an answer now for those who ask me how a student can learn when a teacher speaks another language. The answer is to patiently, preparedly, respond to each individual student, knowing them and their needs and responding in an encouraging, empowering manner. WORKS CITED Dicello, Mary Janice and Marcia Rucker. “Teaching esl Beginners: Tips from Two Longtime Volunteers.” LETC teacher’s Corner. https://letcteachers.wordpress.com/2012/03/03/teaching-esl-beginners-tips-from-two-longtime-volunteers/. Posted 3 Mar 2012. International TEFL and TESOL training. Unit 19 “Teaching Special Groups.” 2011. Jones, Byron. “Teaching efl to Beginners: Approaches and Techniques.” The International tefl Corporation. http://www.teflcorp.com/articles/86-tefl-teaching-beginner-students/269-teaching-efl-to-beginners-initial-approaches-a-techniques.htm. Date of Post: 9 Apr 2007.


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